Systems and methods for computerized interactive training

ABSTRACT

Interactive electronic training systems and methods are described herein. Certain embodiments provide preprogrammed video, audio, and/or textual presentations of training materials which provide information related to skills/information to be trained. A scenario including real or animated actors is presented, simulating an interaction. The training system presents related queries for the trainee who audibly responds. The training system stores a score based in part on a comparison of the trainee&#39;s response with an answer stored in training system memory. Optionally, the scores are substantially immediately presented by the system to the trainee.

PRIORITY APPLICATION

This is a continuation of U.S. patent application Ser. No. 12/058,493,filed Mar. 28, 2008, which application claims the benefit of U.S.Provisional Patent Application 60/908,598, filed Mar. 28, 2007, U.S.Provisional Patent Application 60/948,881, filed Jul. 10, 2007, U.S.Provisional Patent Application 60/954,273, filed Aug. 6, 2007, thecontents of which are incorporated herein by reference in theirentirety.

RELATED APPLICATIONS

This application is related to copending application, entitled SYSTEMSAND METHODS FOR COMPUTERIZED INTERACTIVE TRAINING, application Ser. No.12/058,515, entitled SYSTEMS AND METHODS FOR COMPUTERIZED INTERACTIVETRAINING, application Ser. No. 12/058,481, entitled SYSTEMS AND METHODSFOR COMPUTERIZED INTERACTIVE TRAINING, application Ser. No. 12/058,491,entitled SYSTEMS AND METHODS FOR COMPUTERIZED INTERACTIVE TRAINING,application Ser. No. 12/058,525, entitled SYSTEMS AND METHODS FORCOMPUTERIZED INTERACTIVE TRAINING, all filed on Mar. 28, 2008, theentirety of which are hereby incorporated by reference, including thedetailed description of preferred embodiments and the figures.

COPYRIGHT RIGHTS

A portion of the disclosure of this patent document contains materialthat is subject to copyright protection. The copyright owner has noobjection to the facsimile reproduction by any one of the patentdocument or the patent disclosure, as it appears in the Patent andTrademark Office patent file or records, but otherwise reserves allcopyright rights whatsoever.

STATEMENT REGARDING FEDERALLY SPONSORED R&D

Not applicable.

PARTIES OF JOINT RESEARCH AGREEMENT

Not applicable.

REFERENCE TO SEQUENCE LISTING, TABLE, OR COMPUTER PROGRAM LISTING

Not applicable.

BACKGROUND OF THE INVENTION

Field of the Invention

The present invention is directed to interactive training, and inparticular, to methods and systems for electronic interactive training.

Description of the Related Art

In order to teach employees and others new skills, training systems havebeen developed. However, many conventional training systems are based onthe premise that the most efficient way to train people (e.g., inperforming a task) is to have them read a text regarding a task and/orhave them observe or listen to a presentation of someone performing thetask without any follow-up questions, or, using a form, have the traineeanswer multiple choice questions (in which possible correct andincorrect answers are presented) regarding what they have read orviewed.

Disadvantageously, many of these conventional techniques fail to provideadequate training reinforcement and often fail to adequately engage thetrainee. Further, many of these conventional techniques fail toadequately develop a trainee's fluency, automaticity or the trainee'sability to generalize the training. Thus, many trainees trained usingsuch conventional techniques are unable to adequately utilize the skillsbeing trained in real world environments.

SUMMARY OF THE INVENTION

The present invention is directed to interactive training, and inparticular, to methods and systems for computerized interactive trainingand learning. For example, certain embodiments can be used to teachpeople to enhance their performance with respect to a variety of skills.

Certain illustrative embodiments provide an interactive, optionallyWeb-based, performance training and coaching system that focuses on bothknowledge acquisition and behavioral embedding of skills and techniques.

Certain embodiments provide preprogrammed video, audio, and/or textualpresentations of training materials which provide information related toskills/information to be trained. A scenario including real or animatedactors is optionally presented, simulating an interaction. The trainingsystem presents related queries for the trainee who responds (e.g.,audibly responds using role playing language or otherwise). The trainingsystem stores a score based in part on a comparison of the trainee'sresponse with an answer stored in training system memory. Optionally,the scores are substantially immediately presented by the system to thetrainee.

Certain embodiments and teachings disclosed herein can be utilized withrespect to various fields where interpersonal/knowledge proficiencyapplies. These fields include, but are not limited to, some or all ofthe following: business situations and employment “families” (e.g.,interactions between employees and customers/prospects, internalclients, managers and employees, and managers with other managersregarding sales, service, leadership/management/coaching,administration, etc.), educational situations, such as those wherefluency of knowledge is important, consumer situations (e.g., counselingrelationships, marketing, sales, etc.), family relationships, healthcaresituations, etc. Certain embodiments and teachings disclosed herein canalso be utilized for selection testing, assessment, certification, andcompliance among various other uses. Further, certain embodiments andteachings disclosed herein can optionally be applied to individual andteam/group performance. Certain embodiments and teachings disclosedherein can optionally be utilized in multi-cultural fashion.

In contrast to conventional training systems, certain exampleembodiments optionally utilize “unprompted” real world verbal answeringby a trainee, versus “prompted” multiple-choice or true/false responsesof other automated systems. By virtue of the verbal responding, atrainee's cognitive and psychomotor functions are both engaged, versusonly the cognitive functions as with traditional eLearning. Thus,certain embodiments described herein convert knowledge into desiredbehaviors and embed knowledge and skill acquisition.

The foregoing attributes enable focused learning, such as with respectto verbal interactions where individuals/teams are expected to respondwithout “reference sources”, as is the case in most “real world” humaninteractions. Thus, certain embodiments enhance the acquisition ofskills as well as the embedding of skills via verbal challenges.Furthermore, certain embodiments optionally are configured to drivecontinuous learning using changing/new verbal challenges, scenarios,etc., which can be added or updated to as desired.

Further, certain embodiments optionally teach and test a trainee withrespect to accurate verbalization of key or important elements ofknowledge (and optionally other types of knowledge). Additionally,certain embodiments optionally test trainees with respect to the speedof their answers, and on the confidence level of their responses.

Furthermore, optionally certain embodiments optionally utilize“real-world” randomized challenges that reflect the real-worldenvironment with the option of focused training, drilling and testing inparticular areas of need.

Certain example embodiments address current information in the fields ofneuroscience and learning theory to enhance a trainee's fluency andautomaticity and generalization, which can enhance a trainee'sperformance in real world environments. Certain embodiments optionallyenhance trainee fluency with respect to different skills via traineepractice, drilling, repetition, by having the trainee respond at rapidrates, and by providing built-in positive reinforcement. Certain exampleembodiments provide multi-modal, multi-channel integrated learning byaffecting different brain areas, such as the occipital and temporallobes.

Certain embodiments optionally simultaneously and/or interactively teachand test via a combination of interconnected verbal drilling andscoring, plus optional pre-study materials. Knowledge acquisition andverbal skills performance are significantly enhanced by the optionallooping cycle of being questioned, verbally answering, being exposed tothe right answers, and seeing/hearing optional guideline role plays inrapid succession. Because of the immediacy of scoring optionallyprovided in certain embodiments, performance is rapidly measured andspecific feedback is quickly or instantly provided, further enhancingtraining effectiveness. It has been noted that the closer themeasurement and feedback is to the event being measured/scored, thegreater the impact on learning and future performance.

This teaching and testing methodology provided via certain embodimentsare substantially enhanced by having users/trainees operate virtually inreal-time, which leverages the quality of learning, the speed oflearning, learning engagement, retention, and the embedding of learningand skills.

Teaching and testing methodologies provided via certain optionalembodiments enhance critical thinking by having participants take a“challenge” to logical conclusions versus the more common “jumping toconclusions”. For example, in certain optional embodiments, a trainee isasked a question and then the system asks additional related questions,drilling down for more granularity, which helps learners to more fullyanalyze and understand situations that they will likely face. This is incontrast with traditional eLearning systems which typically ask aquestion, elicit a response, and then moves on to the next questionregarding another topic. Further, in certain embodiments, even if atrainee answers a given question incorrectly, optionally the trainee isprovided the correct answer and is then still tested using other relatedquestions (that rely on the correct answer), thereby further enhancingcritical thinking.

Training systems and methods described herein are based on how peoplereally learn. That is, in certain optional embodiments, via multipleexposures to differing situations which they will face in real life, andthrough logical rehearsals and practice. Thus, purpose built scenariosare created and utilized that simulate real world experience. Therefore,learning is encoded through multiple and “unlimited” simulated scenarioswhich replicate real-world situational opportunities. These multiple andongoing exposures result in accelerated and compressed experientiallearning.

Thus, certain example training systems and methods enable daily trainingand reinforcement vs. mere single event/limited “roleplays/scenarios/modeling” and/or reinforcement training (as isconventionally performed), and thereby capitalizes on advances inneuroscience research. Continuous learning and engagement is thusenhanced. Furthermore, dilution of knowledge and behavioral performanceis reduced and/or eliminated because of this periodic, frequent (e.g.,daily, weekly, monthly, etc.) utilization. Thus, training impact falloffis also reduced and/or eliminated.

Certain embodiments optionally utilize brief high-impactmodules/drills/rehearsals, which are very repeatable by virtue of theirbrevity, which encourages re-use and reinforcement. These high levels ofrepetition positively impact short-term, intermediate-term and long-termmemory and learning. Thus, certain embodiments cause initial embedding,ongoing embedding, and the capacity of trainees to adapt what they havelearned to the real world (“embedding adaptations”).

Optionally, trainees can repeat previously used modules as well asmodule adaptations, in addition to new modules.

Certain embodiments optionally utilize a “story context” in providingtraining, which is more effective with respect to learning, retaining,and embedding information than rote memorization.

Certain embodiments optionally utilize “purpose built” modules whichfocus on the most or relatively more important and prioritized relevantconcepts to organizations, groups, teams and/or individual users. Thisenhances focused attention through the use of relevant, to-the-pointscenarios. Furthermore, this relevancy is optionally granular enough sothat users realize that what they are learning they may put intopractice in real world situations immediately thereafter (e.g., the sameday). In this regard, the ability to engineer precise technique trainingand testing based upon real-world performance opportunities and gaps isenhanced. This is achieved through the use of purpose-built scenariostargeted to improve specific performance and results. For example, ascenario can be purpose-built to insert what the commissioning ordesigning entity believes is relatively more important for theirtrainees to learn. For example, the commissioning or content designerentity can be a company, school, group, individual, etc., thatidentifies the most or relatively more important opportunities andchallenges that their trainees will encounter. This also enhances mentalencoding, as the learners know that they will need to utilize what theyare being taught in their real world environment, possibly immediately.

Certain embodiments are configured to be utilized by two participants ata time in a given training session, the trainee/student and a“teacher/coach/facilitator/trainer” (also referred to as a learningpartner). In certain embodiments, the person in the role of“teacher/coach/facilitator/trainer can be an untrained peer or a trainedteacher, etc. Thus, certain embodiments of the training process can beleader, peer, or trainer facilitated. Furthermore, it can be utilizedwith team interactions for more than two participants. This createsenhanced focus, engagement, and attention by enabling persons tointeract and learn; provides leveraged motivation concentration and fun(wherein in certain embodiments the training is in a “video game”format); provides local team engagement, whether in offices, groups,classrooms, etc; instant accountability and feedback through the use ofsegment scores and role modeled proper responses; provides “duallearning” (where both the facilitator and learner are engaged in thelearning process); and further provides “emotional simulation,” asresponses are to a real person, which simulates the real worldenvironment where people interact.

Certain embodiments optionally include a “back and forth” mode where theuser and facilitator switch roles after a given question and/or asfrequently as desired. This mode of operation enhances engagement andcan also be used for competitive team scoring.

Additionally, certain embodiments can be used individually and/or incombination with others, creating a solo mode, a multi-person mode, or amode that combines solo and two or more persons. Thus, certainembodiments can be used “solo” for rehearsal and self-drilling, and withothers for interactive drilling and testing.

Optionally, even in the solo mode, responses by the learner are verbal,thus creating constant role plays/rehearsals for real world involvement.Because role plays/rehearsals, even in a solo mode, are optionallyimplemented using the automated methodology described herein, itovercomes the problem of diluted and ineffective role plays/rehearsalswhich are typically the norm when people utilize role plays/rehearsalsby themselves.

Certain embodiments provide sufficient flexibility so that generic andcustom content can be included as needed or desired. With respect tocustomization, certain embodiments enable an entity utilizing certaintraining systems and processes described herein to insert its own customcontent. This enables entities employing the training system toprecisely tailor a training program for their significant, relativelymore important objectives, utilizing their own internal content,language and examples.

Thus, certain embodiments serve as a learning tool and delivery platformindependent of the actual content. As such, content specific and uniqueto a given organization can be presented.

Optionally, training modules can be rapidly created, and can be adaptedand modified, allowing for continuous module development and continuousimprovement of the content. This enables lessons from real worlddeployment to be used to appropriately modify existing modules. Thisalso allows for a constantly fresh and new experience as part of acontinuous improvement program.

Certain embodiments provide for academically and emotionally “fail-safe”utilization with facilitators/trainers, in that answers are alreadyprogrammed into a given module. The reason that it is academicallyfail-safe is that the technology provides the facilitators/trainers withthe correct answers during the training session, so that thefacilitators/trainers do not have to know the answers on their own, anddo not need to worry as to whether they are prepared to evaluate thetrainee. The reason that it is emotionally fail-safe is that thetechnology provides the challenges and answers for scoring rather thanthe facilitator/trainees. Thus, in such embodiments facilitators do notneed advanced knowledge of the training materials, nor are they in a“confrontational mode” with users/trainees. Furthermore, scoring isbased upon a highly objective methodology, even though the answering isverbal, which further reduces tension between the facilitator andtrainee.

An example embodiment optionally breaks out scoring assessments,providing for substantially immediate feedback, accountability andreinforcement. The example embodiment scores by category andsub-category. Therefore, it provides substantially instant feedback on asub-category basis, and total feedback for the “full” category (e.g.,including the summation of scores for the sub-categories). Thissubstantially instant evaluation enables the pinpointing of areas whereimprovement is needed, optionally including improvement in the abilityto articulate the correct answers/content, as well as the assessment ofspeed/fluency and style/confidence. Furthermore, a trainee's performancecan be self-scored and/or “distance scored” by remote facilitators.

Optionally, modules are purposely implemented to be short in durationfor learning and comprehension reasons, to aid in information andperformance retention, to limit the time away from real worldobligations and responsibilities, and so that modules can be used fortraining daily without a significant time cost per day. Optionally,relatively longer versions of modules are also provided. Thus,“snapshot” and “full-length” formats are provided.

Avatars (e.g., in the form of animations) and/or live video and/or audioare optionally utilized for monologues, dialogues and/or groupconversations (optionally including statements and/or questions aimeddirectly at the trainee). A “bank” of avatars is optionally provided forusers (e.g., training implementers) to select from and insert intomodules on a module-by-module basis. Thus, issues of multi-culturalism,diversity and global/regional uniqueness are resolved.

Optionally, speech is programmed by utilizing text to speech and/orrecorded voices, which also allows diversity and customization using adesired language and/or dialect.

Certain embodiments provide optional pre-study learning sections andresults summary sections, which can be accessed for initial learning andfor reinforcement purposes and can optionally be printed out in hardcopy. Optionally, the results summary sections are available duringutilization of a training module, within training module segments, aswell as at the end of a training module for substantially instantreinforcement purposes.

Additionally, optionally the pre-study teachings are aligned withchallenges, scoring and optionally with guideline “default role models”that represent an ideal or appropriate manifestation of the basics.

Certain embodiments include an optional instant replay of the pre-studymaterials when desired, which is aligned with the portion of thepre-study that applies to aspects of a particular module or segment.Thus, a solution is provided for when a user challenges the facilitatorregarding an answer that they believe was not part of the pre-study.

Thus, as described herein, certain optional embodiments virtuallyfunction as “automated coaching” for the techniques and skills beingtrained. This is achieved by engaging users regarding what was doneright in a scenario, what were the errors, why is it important tocorrect the errors, correcting the errors using first-person language,seeing a “verbal first-person role model correcting the errors”, andanalyzing correct and incorrect styles. Such focusing on errors anderror correction capitalizes on error-based learning, and aids highgrade learning that drives behavioral change. Furthermore, by placingusers in the position of a “safe” third-person coach, learning isenhanced. One effective method of learning is by actually teaching theskills/information to others and/or by being in anobservational/coaching mode, wherein the “teacher” is also learning theskills/information by virtue of acting as a teacher. In this regard,this principle also operates in a similar fashion when the user isexpected to actually function as a coach in the real world. Thus, usingembodiments disclosed herein, by virtue of being in the role of a coach,watching, listening, and/or reading, analyzing, and commenting on theperformance of another (e.g., a participant, in the form of an avatar ora real person in a video, in a scenario presented to the trainee), thetrainee learns and embeds the skills and knowledge being taught. In thesolo mode, the example embodiment functions as an automatedself-coaching tool.

Optionally, certain embodiments teach a user to identify relevantopportunities and potential needs of others, to understand why they areopportunities/needs, and how to capitalize/provide solutions to theseidentified opportunities/needs. Further, certain embodiments train themind to specifically seek out the opportunities/needs that are desirableto recognize, and how to capitalize on such opportunities/needs. Certainprocesses ask a trainee to verbally identify opportunity clues; thestated and/or unstated needs embedded in these opportunity clues (e.g.,including future anticipated needs/opportunities); and the appropriateproducts, services and/or solutions that would capitalize on identifiedopportunities/needs. Thus, it moves the users from “opportunityblindness and/or casual awareness” to insightful and functionalobservations, with correlating solution identification andrecommendations.

Certain embodiments optionally utilize an automated case historyapproach with respect available data (data regarding a customer, aprospect, a client, a family member, a student, an employee, etc.). Thedata can be data present via data screens (e.g., using data obtained fora customer account database/CRM system), information gathered (e.g.,gathered via a verbal communication with a customer or prospect, afamily member, a student, an employee,) during needs/opportunityanalysis and/or other conversational engagements with customers,prospects, and/or internal personnel, as well as in educational,consumer and/or healthcare settings, among many others. This methodologyteaches and tests the trainee with respect to identifying stated,unstated and potential future needs/opportunities, etc., based upon acase history, and then making proper recommendations andjustifying/explaining such recommendations. Optionally, the trainee isto provide verbal responses without access to answers. Answers arethereafter provided and the trainee is scored accordingly. Thus, certainembodiments teach a trainee to rationally analyze “symptoms, diagnosisand treatment” where the symptoms correspond to the data, the diagnosiscorresponds to the identification of needs/opportunities, and thetreatment corresponds to the recommendations.

This methodology teaches and tests upon how to listen versus simplytelling people to “listen better.” It trains learners in how to “listenbetween the lines” and understand what is truly meant in a conversation.It teaches learners to reach conclusions based upon actual word usageand the “verbal delivery” of those words. This educates learners toidentify voice inflections that may contradict the words being spokenand thus teaches them to clearly focus in on what is said and meant.

Furthermore, certain embodiments optionally teach trainees toprioritize, paraphrase, restate, and appropriately summarize. This alsoenhances short-term memory by training the learner's mind to process,retain, and restate elements of conversations or full conversations.

Additionally, certain embodiments encourage focused listening throughthe optional use of purpose-built, real-world conversations that do notsound staged or contrived.

A flexible learning environment is provided in certain optionalembodiments with respect to interacting with/observing/listening to fullconversations and/or segments of conversations. In an exampleembodiment, the learner progresses through a range of simple to complexconversations and is requested to respond to challenges about the fullconversation or segments. Thus, it breaks out segments and correlatingquestions. In the same regard, a flexible learning environment isprovided with the choice of holistically responding to the totality ofavailable information presented to the learner or responding on asegment-by-segment basis. Optionally, certain embodiments also enablelearners to progress from simple scenarios to more complex situationsand respond to challenges of increasing intricacy.

Certain embodiments optionally enable a user to identify and record(verbally and/or textually) their own intrusive thoughts, which willhelp focus and concentration, as it will create an awareness ofintrusive thoughts which did not previously exist.

Additionally, certain embodiments also optionally drive learning how totake appropriate and prioritized notes.

Certain optional embodiments provide a parallel avatar process whichprovides “variable controlled scenarios”. That is, two avatars (or realpeople) are shown in parallel with aspects of one avatar differing fromthe other avatar so as to teach the user how to distinguish betweendifferent aspects of communication. Different elements can be variedwhile others are held constant, and the trainee can be asked to comparethe effect of the varied elements.

For time management purposes and to deal with interruptions, certainoptional embodiments include a book-marking function which allows atrainee/trainer to “pause and resume” the training process.

Certain optional embodiments enable a trainee to access trainingsessions on demand, via a computer and/or portable video/audio player ascompared to only having access within a scheduled classroom setting aswith many conventional systems. The training software/modules can behosted locally on a trainee terminal or remotely and accessed over awired and/or wireless network.

Furthermore, certain optional embodiments include providing a learningmanagement system to access modules and record performance.

Certain embodiments optionally capitalize on learning theory (e.g.,including links to Bloom's Taxonomy and/or Merrill's Principles ofInstruction). For example, with respect to Bloom's Taxonomy, certainsystems and processes embody multiple domains including the cognitive,affective and psychomotor domains. For example, within the psychomotordomain, it focuses on Set, Guided Response, Mechanism, Complex OvertResponse and Adaptation.

Certain embodiments include additional optional elements that embodyneuroscience research data including but not limited to, some or all ofthe following: making it emotionally easy and “safe” to learn;attention-grabbing; engaging strategies; priming; surprise and novelty;repetition of information to consolidate learned materials intolong-term memory; visual information to stimulate the occipital lobes;observations and repetitive practice observations; hearing informationto stimulate the temporal lobes; instant feedback; multiple forms ofreview; multiple memory pathways; brain plasticity; patterning; focusingon fives +/; relevancy; learning in a meaningful context; criticalthinking questions; daily/periodic individualassessment/mini-assessment; accountability; periodic/daily and multiplemini/full role plays; relating to previously learned information.

An optional example embodiment provides a method of training a user viaan interactive electronic training system wherein the user views andhears a presentation and verbally articulates answers, the methodcomprising: providing via an interactive electronic training systemterminal a presentation of information on which the user is to be testedand trained; providing via the interactive electronic training systemterminal a training presentation of an interaction between two real orsimulated people, of a person appearing to speak to the user, and/or amonologue by a person, wherein the presentation includes audiblearticulated words and a visual presentation of at least one personspeaking or appearing to speak; providing user instructions via whichthe user is instructed to identify using verbal articulation one or morecorrect acts of a first type committed by at least one of the persons inthe presentation using an audible articulation, without providing achoice of answers from which the user can select; causing, at least inpart, an indication to be stored in computer readable memory as towhether the user correctly identified a first correct act performed byat least one of the persons in the presentation; enabling, at least inpart, a user instruction to be provided via which the user is instructedto verbally identify one or more errors committed by at least one of thepersons in the presentation, without providing a choice of answers fromwhich the user can select; causing, at least in part, an indication tobe stored in computer readable memory as to whether the user correctlyidentified a first error committed by at least one of the persons in thepresentation; providing user instructions via which the user isinstructed to explain why it is important to correct the first error,without providing a choice of answers from which the user can select;causing, at least in part, an indication to be stored in computerreadable memory as to whether the user correctly explained why it isimportant to correct the first error; causing, at least in part, theuser to be asked to recite, in the first person, correct language thatshould have been used by at least one of the persons in the presentationso that the first error would not have occurred, without providing achoice of answers from which the user can select; presenting via theinteractive electronic training system terminal preprogrammed correctlanguage that should have been used in the form of text, audio,animation, and/or video so that a scorer can compare the preprogrammedcorrect language with language verbally provided by the user in responseto the instruction to state correct language and enter a correspondingscore substantially immediately after the user responded to theinstruction to state correct language; and causing, at least in part, anindication to be stored in computer readable memory as to whether theuser recited the correct language.

Another optional example embodiment provides a method of training a uservia an interactive electronic training system, the method comprising:providing via an interactive electronic training system terminal aninformational presentation, the informational presentation includingexample language for use by a first person in obtaining and/or providinginformation to a second person; providing via the interactive electronictraining system terminal a training presentation of an interactionbetween two real or simulated people, of a person appearing to speak tothe user, and/or a monologue by a person, wherein the trainingpresentation includes one or more scripted correct acts and one or morescripted errors designed to train a user with respect to one or moreskills; providing user instructions via which the user is instructed toverbally identify one or more correct acts of a first type committed byat least one of the persons in the training presentation withoutproviding a choice of answers from which the user can select; causing,at least in part, an indication to be stored in computer readable memoryas to whether the user correctly identified a first correct actperformed by at least one of the persons in the training presentation;providing user instructions via which the user is instructed to verballyidentify one or more errors committed by at least one of the persons inthe training presentation; causing, at least in part, an indication tobe stored in computer readable memory as to whether the user correctlyidentified a first error committed by at least one of the persons in thetraining presentation; causing, at least in part, the user to be askedto verbally state, in the first person using language from theinformational presentation, what should have been said by at least oneof the persons in the training presentation so that the first errorwould not have occurred, without providing answers from which the usercan select; presenting via the interactive electronic training systemterminal preprogrammed correct language that should have been used inthe form of text, audio, animation, and/or video so that a scorer cancompare the preprogrammed correct language with language provided by theuser in response to the instruction to state correct language and entera corresponding score substantially immediately after the user respondedto the instruction to state correct language; and causing, at least inpart, an indication to be stored in computer readable memory as towhether the user correctly explained what should have been said so thatthe first error would not have occurred.

Another optional example embodiment provides an interactive electronictraining system comprising program code stored in computer readablememory, that when executed is configured to: provide an informationalpresentation; provide a presentation of at least one person speaking,wherein the presentation includes at least one error committed by afirst person, wherein the at least one error is scripted to train theuser; provide an instruction via which the user is to be instructed toidentify one or more errors committed by at least one person in thepresentation, wherein at least one error relates to a verbalcommunication; store an indication related to the user's performance inproviding the identification of one or more errors; provide aninstruction via which the user is to be instructed to explain why atleast one error should be corrected; store an indication related to theuser's performance in providing the explanation as to why the least oneerror should be corrected; provide an instruction via which the user isto be instructed to state correct language in the first personcorresponding to the verbal communication; present preprogrammed textand/or audio including correct language corresponding to the verbalcommunication so that a scorer can compare the preprogrammed correctlanguage with language provided by the user in response to theinstruction to state correct language and enter a corresponding scoresubstantially immediately after the user responded to the instruction tostate correct language; and receive and store the score related to theuser's response to the query regarding correct language and present thescore to the user.

Another optional example embodiment provides a method of training a uservia an interactive electronic training system at least in part byengaging a user's hearing and seeing senses and by having the userperform audible articulation, the method comprising: providing via aninteractive electronic training system terminal an informationalpresentation to be heard and/or viewed by the user, the informationalpresentation including one or more elements that are to be utilized by afirst person during an interaction of a first type with a second person;providing via the interactive electronic training system terminal atraining presentation of at least one person, wherein the trainingpresentation is configured to include one or more errors committed bythe first person with respect to performance of at least one element;causing, at least in part, the user to be instructed to identify usingan audible articulation at least one error with respect to performanceof at least one element by the first person; causing, at least in part,an indication to be stored in computer readable memory as to whether theuser identified at a first error with respect to performance of at leastone element; causing, at least in part, an indication to be stored incomputer readable memory as to whether the user identified informationrelated to the significance of the first error; and causing, at least inpart, an indication to be stored in computer readable memory as towhether the user identified information related to the avoidance of thefirst error.

An optional example embodiment provides a method of training a user toidentify information via an interactive electronic training system atleast in part by engaging a user's hearing and seeing senses and byhaving the user perform audible articulation, the method comprising:providing via an interactive electronic training system terminal a firsttraining presentation of a first communication involving verbalcommunication from at least a real or simulated person, including amonologue, a person appearing to speak to the user, and/or a dialogue,the presentation including an image of the person; providing userinstructions via which the user is instructed to verbally and audiblyidentify an opportunity clue from information presented by at least afirst person involved in the first communication, wherein the user isnot provided a choice of answers from which the user can select, andwherein the opportunity clue indicates an opportunity exists to providethe first person with a product, service, solution, or recommendation,where the first person has not specifically requested the product,service, solution, or recommendation; causing, at least in part, anindication to be stored in computer readable memory as to whether theuser correctly identified the opportunity clue; causing at least in parta query to be provided to the user regarding why the opportunity clue isan opportunity, wherein the user is not provided a choice of answersfrom which the user can select; causing, at least in part, an indicationto be stored in computer readable memory as to whether the usercorrectly explained why the opportunity clue is an opportunity; causingat least in part a query to be provided to the user regarding how theopportunity should be responded to, wherein the query does not include achoice of answers from which the user can select and where the user isto verbally answer; and causing, at least in part, an indication to bestored in computer readable memory as to whether the user correctlyexplained how the opportunity should be responded to.

An optional example embodiment provides an interactive electronictraining system for training users to identify opportunities, comprisingprogram code stored in computer readable memory, that when executed isconfigured to: provide a first training presentation of a firstcommunication involving verbal communication from at least a real orsimulated person, including a monologue, a person speaking to an offscreen person, and/or a dialogue; provide an instruction via which theuser is to be instructed to verbally identify an opportunity cluepresented by at least a first person involved in the firstcommunication; store in computer readable memory an indication as towhether the user correctly identified the opportunity clue; provide aninstruction via which the user is to be instructed to be queriedregarding how an opportunity corresponding to the opportunity clueshould be responded to, wherein the query does not include an answerfrom which the user can select and where the user is to verbally answer;and store in computer readable memory an indication as to whether theuser correctly explained how the opportunity should be responded to.

Another optional example embodiment provides an method of training auser to identify opportunities via an interactive electronic trainingsystem, the method comprising: enabling a first training presentation ofa first communication including at least a verbal communication from atleast one real or simulated person, the first communication including amonologue, a person appearing to speak to the user, and/or a dialogue tobe provided via the training system; enabling, at least in part, a userinstruction to be provided via which the user is instructed to verballyidentify an opportunity clue presented by at least a first personinvolved in the first communication; causing, at least in part, anindication to be stored in computer readable memory as to whether theuser correctly identified the opportunity clue; causing at least in parta query to be provided to the user regarding how an opportunitycorresponding to the opportunity clue should be responded to, whereinthe query does not include an answer from which the user can select andwhere the user is to verbally answer; and causing, at least in part, anindication to be stored in computer readable memory as to whether theuser correctly explained how the opportunity should be responded to.

Another optional example embodiment provides an method of training auser to identify opportunities via an interactive electronic trainingsystem at least in part by engaging a user's hearing and seeing sensesand by having the user perform audible articulation, the methodcomprising: enabling a first training presentation of a firstcommunication including at least a verbal communication from at leastperson to be provided via the training system, wherein an image of theat least one person is displayed to the user; enabling, at least inpart, a user instruction to be provided via which the user is instructedto identify an opportunity clue presented by at least a first personinvolved in the first communication by audibly articulating theidentification; enabling, at least in part, an indication to be storedin computer readable memory as to whether the user correctly identifiedthe opportunity clue; enabling, at least in part, a query to be providedto the user regarding how an opportunity corresponding to theopportunity clue should be responded to; and enabling, at least in part,an indication to be stored in computer readable memory as to whether theuser correctly explained how the opportunity should be responded to.

An optional example embodiment provides a method of training a user toimprove the user's ability to retain and understand what iscommunicated, the method comprising: playing a first segment including afirst speaker's verbal speech via a training system to the user; causingat least in part the user to be asked to paraphrase and/or quote theverbal speech; presenting a first preprogrammed answer via the trainingsystem, storing in computer readable memory a first score assigned tothe user's paraphrase and/or quote at least in part by referring to thefirst preprogrammed answer; causing at least in part the user to beasked to explain what the first speaker meant; presenting a secondpreprogrammed answer via the training system; and storing in computerreadable memory a second score assigned to the user's explanation as towhat the first speaker meant at least in part by referring to the secondpreprogrammed answer.

An optional example embodiment provides a method of training a user howto improve the user's ability to understand and retain what iscommunicated, the method comprising: playing a first segment including afirst speaker's pre-recorded verbal communication via a training systemterminal to the user; causing at least in part the user to be asked torepeat and/or paraphrase the verbal communication or specified contentthereof in audible communication; presenting a first preprogrammedanswer related to the paraphrase and/or repeat of the verbalcommunication via the training system, storing in memory a first scorerelated to the user's paraphrase and/or repeat of the verbalcommunication; causing at least in part the user to be asked to explainwhat the first speaker meant; presenting a second preprogrammed answerrelated to what the speaker meant via the training system; and storingin memory a first score related to the user's explanation as to what thefirst speaker meant.

Another optional example embodiment provides a method of training a uservia an interactive electronic training system, the method comprising:playing a first segment on an interactive electronic training systemterminal to the user, the first segment including at least a firstperson providing a verbal communication; causing at least in part theuser to be asked to repeat, paraphrase and/or summarize what the firstperson said; causing at least in part the user to be asked to identifyneeds of the first person that are not explicitly stated by the firstperson but is inferable from the tone and/or words of the verbalcommunication; and causing at least in part the user to be asked toexplain how the user inferred the identified needs from the verbalcommunication.

Another optional example embodiment provides an interactive electronictraining system, comprising program code stored in computer readablememory, that when executed is configured to: play a first segment thatincludes at least a first person communication a plurality of verbalcommunications of different importance; provide instructions for a userto repeat, paraphrase and/or summarize at least a portion of theplurality of verbal communications and to indicate the relativeimportance of at least a portion of plurality of verbal communications.

Another optional example embodiment provides a method of training a uservia an interactive electronic training system to identify a need of afirst person based on a communication from the first person, wherein thefirst person does not explicitly state the need, the method comprising:at least partly enabling a first segment to be played on an interactiveelectronic training system terminal to the user, the first segmentincluding at least a first person providing a verbal communication;enabling at least in part an instruction to be provided to the user,wherein the user is asked to repeat, paraphrase and/or summarize whatthe first person said; and enabling at least in part an instruction tobe provided to the user, wherein the user is asked to identify needs ofthe first person that are not explicitly stated by the first person.

Another optional example embodiment provides a method of computerizedtraining, comprising: presenting to a user a first presentation of afirst speaker speaking using a first speaking style and a first scriptvia a computerized training system; presenting to the user a secondpresentation of the first speaker speaking using a second speaking styleand the first script via the computerized training system so that theuser can evaluate the effect of speaking style on a listener; andcausing at least in part the user to be queried as to whether the firstspeaker was more effective in the first presentation or the secondpresentation and why, wherein the user is to verbally respond and is notprovided a choice of answers from which to select.

Another optional example embodiment provides a method of computerizedtraining, comprising: presenting to a user a first presentation of afirst speaker speaking using a first speaking style and a first scriptvia a computerized training system; presenting to the user a secondpresentation of the first speaker speaking using the first speakingstyle and a second script via the computerized training system, whereinthe first script and the second script provide substantially the sameinformation using at least in part different wording so that the usercan evaluate the effect of wording on a listener; and causing at leastin part the user to be queried to verbally articulate: whether the firstspeaker was more effective in the first presentation or the secondpresentation, and why the first speaker was more effective in the firstpresentation or the second presentation.

An optional example embodiment provides a method of computerizedtraining, comprising: presenting to a user a first presentation of afirst speaker speaking using a first speaking style and/or a firstverbiage via a computerized training system; presenting to a user asecond presentation of a second speaker speaking using a second speakingstyle and/or a second verbiage via the computerized training system;causing at least in part the user to be queried as to whether the firstspeaker or the second speaker was more effective and why; storing theuser response to the query in computer accessible memory; and causing atleast in part the user to be queried to verbally explain why the firstspeaker or the second speaker was more effective.

An optional example embodiment provides a method of computerizedtraining, comprising: causing at least in part a first presentation to auser of a first speaker speaking using a first speaking style, a firstscript, and having a first appearance via a computerized trainingsystem; causing at least in part a first presentation to the user of thefirst speaker using a second speaking style, a second script, and/or asecond appearance; and causing at least in part the user to be queriedas to whether the first speaker was more effective in the firstpresentation or the second presentation and why.

Another optional example embodiment provides a method of training a uservia an interactive electronic training system, the method comprising:providing for display to a trainee via an interactive electronictraining system terminal information regarding a real or simulatedperson, wherein a first portion of the information is presented via astructured form including a plurality of data fields havingcorresponding data and data field names, and wherein a second portion ofthe information is formatted as notes including a plurality ofsentences; at least partly causing the trainee to be instructed toverbally identify one or more needs of the person based on theinformation; at least partly causing an indication to be stored incomputer readable memory as to whether the trainee correctly identifiedat least a first need; at least partly causing the trainee to beinstructed to verbally identify at least one item that appropriatelycorresponds to the first need; at least partly causing an indication tobe stored in computer readable memory as to whether the traineecorrectly identified at least a first item, wherein the first item is aproduct and/or service, that appropriately corresponds to the firstneed; at least partly causing the trainee to be instructed to verballyexplain why the first item corresponds to the first need; and at leastpartly causing an indication to be stored in computer readable memory asto whether the trainee correctly explained why the first itemcorresponds to the first need.

An optional example embodiment provides an interactive electronictraining system comprising program code stored in computer readablememory, that when executed is configured to: provide for display to auser information regarding a real or simulated person; provide aninstruction related to having the user verbally identify one or moreneeds of the person based on the information; store an indication incomputer readable memory as to whether the user correctly identified atleast a first need; provide an instruction related to having the userverbally identify at least one item that appropriately corresponds tothe first need; store an indication in computer readable memory as towhether the user correctly identified at least a first item, wherein thefirst item is a product and/or service, that appropriately correspondsto the first need; provide an instruction related to having the userverbally explain why the first item corresponds to the first need; andstore an indication in computer readable memory as to whether the usercorrectly explained why the first item corresponds to the first need.

An optional example embodiment provides a method of training a user viaan interactive electronic training system, the method comprising:providing information regarding a real or simulated person for displayto a trainee via an interactive electronic training system terminal; atleast partly causing the trainee to be instructed to identify one ormore needs of the person based on the information; at least partlycausing an indication to be stored in computer readable memory as towhether the trainee correctly identified at least a first need; at leastpartly causing the trainee to be instructed to identify at least oneitem that appropriately corresponds to the first need; at least partlycausing an indication to be stored in computer readable memory as towhether the trainee correctly identified at least a first item, whereinthe first item is a product and/or service, that appropriatelycorresponds to the first need; at least partly causing the trainee to beinstructed to verbally explain why the first item corresponds to thefirst need; and at least partly causing an indication to be stored incomputer readable memory as to whether the trainee correctly explainedwhy the first item corresponds to the first need.

BRIEF DESCRIPTION OF THE DRAWINGS

Embodiments of the present invention will now be described withreference to the drawings summarized below. These drawings and theassociated description are provided to illustrate example embodiments ofthe invention, and not to limit the scope of the invention.

FIG. 1A illustrates an example networked system that can be used withthe training system described herein.

FIGS. 1B-M illustrate example user interfaces.

FIG. 2 illustrates an example training presentation.

FIGS. 3A-Y illustrate additional example user interfaces.

FIGS. 4A-1, 4A-2, 4B-1, 4B-2, 4C, 4D, 4D-1, 4D-2, 4E-4L, 4M, 4M-1, 4M-2,4N, 4N-1, 4N-2, 4O illustrate example processes flows.

FIGS. 5A-V illustrate further example user interfaces.

DETAILED DESCRIPTION OF PREFERRED EMBODIMENTS

The present invention is related to interactive training. In certainembodiments users are trained to identify correct actions, errors and/oropportunities. Certain embodiments can be used to enhance performancewith respect to capitalizing on opportunity clues within conversations.Certain embodiments can be used to teach people to enhance theirperformance with respect to a variety of skills by enhancing theircommunication mastery, including their listening mastery, listeningcomprehension, learning comprehension and/or memory retention.

Certain embodiments engage a trainee's cognitive and psychomotorfunctions using training techniques involving verbal communications. Byway of illustration, in certain example embodiments, a trainee istrained and/or assessed by having the trainee view a purpose-builttraining segment (e.g., wherein significant or highest priority needsare built into the segment, such as common errors, common missedopportunities, as opposed to mere random recordings of actual events)including a person (real or animated) in a simulated situation providinga communication. The trainee may be asked to verbally identify certaintypes of information being overtly and/or inferentially provided by thecommunication. In addition, the trainee may be asked to verballyidentify how certain information should be responded to and/or thetrainee is asked provide a simulated real-world response to the personin the training segment. Thus, by having the trainee both mentallydetermine how to respond to information and by having the user verballyprovide the response in a real world fashion, both cognitive andpsychomotor functions and engaged, which further act to enhance thetrainee's thinking skills and better embed the training. Further, byutilizing real world “unprompted” verbal answers vs. multiple-choice ortrue/false approaches in certain optional embodiments, true knowledgeand skill acquisition is tested rather than “prompted knowledge”,wherein the trainee selects a right answer (e.g., in a multiple choicetest) presented to the trainee. These verbal answers are articulated bythe trainee before the trainee is exposed to the answers. Further,certain embodiments utilize verbal answers to build fluid verbalizationskills, as compared to certain conventional training systems, in which atrainee types in an answer (e.g., in sentence form). “Verbal” trainingmuch more closely resembles common real world interactions, which areverbal in nature, as compared to training which relies solely ontyped-in answers.

The inability to listen hinders good communication, thereby causingpersonal or business relationships to falter and often causing missedopportunities (e.g., converting prospects into customers, customeranger, positive buying signs, acquiescence during a negotiation, etc.,sometimes referred to herein as missing opportunity clues). For example,certain embodiments teach customer service personnel how to listen withcomprehension and what to listen for when dealing with customers,including tones, styles, and interpretations of customer communications.

By way of illustration, certain embodiments can be utilized in thebusiness field to teach trainees to sell or market services or productsvia a variety of delivery channels to a variety of different types ofprospects, such as customers. By way of further illustration, certainembodiments can train people to coach other people with respect to theacquisition of certain skills. Further, certain embodiments can beutilized to teach management to better communicate with and lead lowerlevel personnel.

In addition, certain embodiments can be utilized in people's personallife to teach families interaction skills and generally enhance thelistening effectiveness of people in personal human relationships andinteractions. For example, certain embodiments can be utilized to trainparents parenting techniques, and to teach spouses, significant others,siblings, children, and other relatives and/or friends relationship andinterpersonal skills. Certain embodiments can be utilized to trainemployee trainers/coaches. Certain embodiments can be used to teachpublic speaking and/or listening to public speakers.

In addition to providing training, certain embodiments may be used tocertify that a person has mastered certain tested skills (e.g., based onthe person achieving a certain score on certain training sessions).Certain embodiments may be used to test potential employees to determineand assess their current knowledge and skill levels (e.g., by evaluatingpotential employees' scores on certain training sessions).

As described herein, in certain embodiments, different animated,situation specific role-playing simulation modules are used to traintrainees (e.g., managers, employees, teachers, doctors, lawyers, travelagents, bankers, spouses, children, actors, singers, etc.) to improvetheir listening comprehension and/or their ability to respond to otherseffectively. Scenarios may be include one or more participants, andoptionally may present the interactions of participants in a story-basedmanner. Advantageously, learning in the context of a story better helpspeople code and retain information as compared to rote learning.

Unlike certain conventional training systems which only present thecorrect way to perform, in an example embodiment of a training system,the user is instructed to verbally identify both correct and incorrectoccurrences. Error-based learning can significantly contribute toenhanced performance. For example, the user may be instructed toidentify the errors and/or opportunities embedded throughout themodule's role-play simulation. The user may also be asked to verballyidentify what was done correctly by participants in the simulation.Thus, a variety of real world situations can be presented via one ormore modules, preferably with sufficient interactivity so as to engagethe user's interest and reduce or eliminate training boredom.

For example, a sales and service module may include an “employee” whomakes “real life” errors and misses opportunities while interacting witha prospect or customer. The module may further present an opportunityand the trainee may be asked to identify the opportunity, even if it wasnot missed by another actor. By way of further example, amanagement/coaching module (e.g., used to train managers or coaches) mayinclude a scenario in which a manager/coach who makes “real life” errorsin managing and coaching subordinate employees, and who missesopportunities in interacting with one or more of her or his subordinateemployees. For example, a module may provide a presentation of a bankerinteracting with a client. In the module, once the client leaves, amanager or other coach provides suggestions, criticisms, and/oridentifies errors to the banker. The trainee then needs to identifyerrors, opportunities (whether or not missed by a scenario participant),and/or poor word choices (optionally including inappropriateinterruptions) with respect to the coach in the module, and to verballystate why they reached those conclusions, why it is important to correctthe errors, and how to correct the errors. These error corrections areverbally stated in the first person. Thus, a virtual role play/rehearsaloccurs. Example opportunities may relate to significant life events,such as moving, purchasing a home, birth of a child, marriage, divorce,etc. Such life events often indicate that the affected person will needto take advantage of different financial services (e.g., loans, openingof new accounts, investments, etc.).

After viewing the module, the trainee then needs to verbally identifyerrors, opportunities (whether or not missed by a scenario participant),and/or poor word choices (optionally including inappropriateinterruptions) with respect to the coach in the module.

By discovering errors and opportunities and verbally responding to thesame, optionally at the rate of speed of the real world, users will beable to learn what errors they are personally making and how they sound,how to correct them, and/or how to identify opportunities and how tocapitalize on opportunities. By having users verbally identify correctactions (e.g., where the proper questions are asked and responses givenby a simulation participant), concepts and techniques on which the useris being trained will be further reinforced. In certain embodiments,users will be asked to provide responses, analysis, and/oridentification in substantially real-time with respect to scenarioevents. This element of acting in substantially real-time enhances thequality of learning, the speed of learning, and learning engagement.

In order to enhance trainees' ability to better understand the impactand/or meaning of certain voice tones, and to enable them to better“read between the lines,” a module can test the trainee on what thetrainee has heard. Certain embodiments also teach users how to listencarefully and focus on what is being communicated to them and to focuson specific words. The presented “real life” situations, and theoptional interactivity required from users, train users to activelylisten.

By way of example, certain modules optionally include role-plays thatcontain phrases where the ability of “reading between the lines” andunderstanding “what is meant” is needed to correctly answer certainquizzes. Users may listen to the role-play, in which characters makeself-revealing statements. That is, statements that reveal somethingabout themselves (e.g., something that may be related to potentialfinancial needs).

Optionally, role playing characters will make statements that verbalizesomething different then what they may actually feel or think, whereinthe statements may nonetheless provide a hint or indication as to whatthe character is thinking, and the user will be tested on their abilityto hear and analyze the foregoing. Optionally, users may need to firstverbally identify subtle phrases and then participate in a verbal quizwhere they are asked to reach the proper conclusions about what is“going on between the lines” and “what is meant”. Users may then beverbally asked to verbally discuss appropriate next steps and how tocapitalize on “hidden opportunities”. Users may be tested on theirability to verbally identify and recall/repeat significant phrasesspoken during the training session, which simulates what users need todo in the real world. Users can be trained on how to act and what to saywhen a customer is not interested in a product or service being offered.

Thus, the methods and processes described herein enable users to improvetheir listening skills to better hear and comprehend what others (e.g.,customers, clients, or prospects) are saying. Additionally, usingsystems and methods described herein, users can be trained to enhancetheir observational skills, and to spot subtle and unintentional cluesprovided by customers, clients, and prospects. For example, a clue mightrelate to an opportunity (sometimes referred to as an opportunity clue)indicating a current and/or future need. For example, the need may beone that can be addressed via one or more products or services that asales person or customer relations person can provide/sell.

Further, using systems and methods described herein, users can betrained to better capitalize on opportunities presented in dealings withothers. Additionally, certain systems and methods described herein teachtrainees to identify needs, including stated needs, unstated needs,and/or needs that customers (or others) are not even aware of. In thisregard, it teaches users to anticipate and infer the needs of others.Still further, as discussed above and in greater detail below, usingsystems and methods described herein users can be trained to betteridentify how to identify and correct errors/incorrect statements and/orquestions in interactions with others. Users can be trained to betteranalyze the needs of customers, clients, and prospects. Further, thesystems and processes described herein can train users in how to betterrecommend services or products to customers, and to overcome customerobjections to taking advantage of such services or products. Thus, usersare optionally trained in how to better negotiate sales, manage sales,close sales and/or to make referrals to others. Users can optionally betrained to improve their presentation skills, as well as the style andcontent of their conversations, and the enhanced skills, for example,can be utilized throughout the educational marketplace.

Certain example embodiments provide users with a level of control withrespect to what training materials the user will use in order to obtaina desired set/type of knowledge (e.g., in the cognitive domain). Forexample, the user optionally can select a training module and/or aportion or chunk of a training module for a training session.Optionally, the training system can be used on-demand, when convenientfor the user.

Further, certain example embodiments incrementally increase thedifficulty of the training, starting from relatively easy training(e.g., asking the user to identify easy to spot errors, problems withstyle, opportunity clues, missed opportunities, fairly easy to identifyopportunities, etc.) and progressing to more difficult training (e.g.,asking the user to identify more complex or subtle errors, problems withstyle, opportunities, missed opportunities, etc.), thus enhancing theuser in their cognitive domain and affective domain (e.g., enhancing theuser's abilities and attitude by building user confidence). The user maybe asked to verbally identify other occurrences within a conversation,such as, by way of example, an indication of a customer need, positivebuying signs, acquiescence during a negotiation, other opportunityclues, customer anger, etc. The training is interactive and optionallyrequires more than one of the five senses (e.g., hearing, seeing, etc.)as well as speech to accomplish the training. For example, during atraining session a user may need to watch people acting in a givenscenario, listen to what the people are saying, and then verballyidentify errors, opportunity clues, missed opportunities, and the like.

Certain embodiments train users in critical thinking and in taking anidea or issue to its logical conclusion. For example, a trainee may beasked identify opportunity clues in a communication by a person in atraining segment (e.g., customized to address opportunities thattrainee's employer wants the trainee to learn to identify), where theperson says something, has a facial expression, or body stance, thatcommunicates information that is not in the form of a direct question oris in the form of a direct question but which also reveals informationregarding the person asking the question. The trainee may then be askedto verbally describe why the clue is a clue, why the opportunity isimportant, or other related questions. The trainee may then be asked howthe opportunity should be responded to or capitalized on. Thus,optionally, the trainee's mind is trained to specifically seek out andidentify the opportunities that trainee's organization/employer desirestheir employees to capitalize upon.

Certain embodiments utilize a part, a whole, or a whole-part or awhole-part-whole learning methodology where the learning process becomesan iterative cycle. First, in whole, whole-part, or whole-part-wholelearning the user is trained and optionally tested to master a wholeskill. Then, in whole-part or whole-part-whole learning, the skill isbroken down into elements and the user is trained and optionally testedon the individual elements. Then, in the case of whole-part-wholelearning, the user is again trained and optionally tested on the wholeskill. By way of example, the user can be trained to identifyopportunities, such as hidden opportunities, that are frequently missedand which could lead to beneficial results (e.g., the sale of additionalproducts or services).

Example embodiments will now be described in greater detail. Throughoutthe following description, the term “Web site” is used to refer to auser-accessible network site that implements the basic World Wide Webstandards for the coding and transmission of hypertextual documents.These standards currently include HTML (the Hypertext Markup Language)and HTTP (the Hypertext Transfer Protocol). It should be understood thatthe term “site” is not intended to imply a single geographic location,as a Web or other network site can, for example, include multiplegeographically distributed computer systems that are appropriatelylinked together. Furthermore, while the following description relates toan embodiment utilizing the Internet and related protocols, othernetworks, such as networks of interactive televisions or of telephones,and other protocols may be used as well. Satellites and the like canalso be used to relay communications between the training system andusers.

In addition, unless otherwise indicated, the functions described hereinare preferably performed by executable code and instructions stored incomputer readable memory and running on one or more general-purposecomputers. However, the present invention can also be implemented usingspecial purpose computers, other processor based systems, statemachines, and/or hardwired electronic circuits. Further, with respect tothe example processes described herein, not all the process states needto be reached, nor do the states have to be performed in the illustratedorder. Further, certain process states that are described as beingserially performed can be performed in parallel. Portions of thedifferent techniques and processes can be applied to or combined withother techniques and processes described herein.

Similarly, while the following examples may refer to a user's personalcomputer system or terminal, other terminals, including other computeror electronic systems, can be used as well, such as, without limitation,an interactive television, a networked-enabled personal digitalassistant (PDA), other IP (Internet Protocol) device, a cellulartelephone or other wireless terminal, a networked game console, anetworked digital audio player (e.g., a player, such as an iPOD, a Zune,or other digital player, that can play one or more of the followingformats and/or different formats: MP3, AC-3, ATRAC, WMA, Oog Vorbis,RealAudio, ACC, WAV, etc.), other audio device, a networkedentertainment device, and so on.

Further, while the following description may refer to a user pressing orclicking a key, button, or mouse to provide a user input or response,the user input can also be provided using other apparatus andtechniques, such as, without limitation, voice input, touch screeninput, light pen input, touch pad input, and so on. Similarly, while thefollowing description may refer to certain messages or questions beingpresented visually to a user via a computer screen, the messages orquestions can be provided using other techniques, such as via audible orspoken prompts.

An example embodiment utilizes a computerized training system to enhancea trainee's listening comprehension, learning comprehension and/ormemory retention. For example, the training can be delivered via aterminal, such as a stand-alone personal computer. The training programmay be loaded into the personal computer via a computer readable medium,such as a CD ROM, DVD, magnetic media, solid state memory, or otherwise,or downloaded over a network to the personal computer.

By way of further example, the training program can be hosted on aserver and interact with the user over a network, such as the Internetor a private network, via a client computer system or other terminal.For example, the client system can be a personal computer, a computerterminal, a networked television, a personal digital assistant, awireless phone, an interactive audio player, or other entertainmentsystem. A browser or other user interface on the client system can beutilized to access the server, to present training media, and to receiveuser inputs.

As will be described in greater detail below, in one embodiment, atraining system presents a scenario to a user via a terminal, such as apersonal computer or interactive television. The scenario can be apre-recorded audio and/or video scenario including one or more segments.The scenario can involve a single actor or multiple actors (e.g., ahuman actor or an animated character) in a monologue or dialogue (e.g.,based upon a purpose-built script) relevant to the field and skill beingtrained. By way of further example, the scenario includes a singleavatar speaking directly to the trainee as if having a conversation withthe trainee. By way of illustration, the actors may be simulating aninteraction between a bank teller or loan officer and a customer. Thesimulated interaction can instead be for in-person and phone sales orcommunications. By way of further example, the actors may be simulatingan interaction between a parent and a child or a teacher and a student.By way of still further example, a single actor, such as onerepresenting a public speaker (e.g., someone giving a monologue orspeech to a live audience and/or an audience that will see and/or hear arecording of the speech, or someone providing one side of aconversation) can be represented. By way of yet further example, thescenario can include a person talking to a call center representativewith only one person speaking. Optionally, rather than using actors toread a script, the pre-recorded scenario can involve a real-lifeunscripted interaction.

Optionally, the user is provided with the ability to intervene and stopthe pre-recorded scenario to identify an error by an actor in handlingthe presented situation and/or an opportunity presented in the scenario.For example, the user can intervene and stop the scenario by pressing akey, giving a voice command or otherwise.

In an example embodiment, embedded or otherwise associated with theaudio track and/or video track is digital metadata that identifies wherean error or opportunity occurs in the track, what the error oropportunity is, questions for the user (such as verbal questions needingverbal responses, such as free form questions to which the user is toprovide a natural language response) regarding the error or opportunity,and the correct answers to the questions.

Optionally, a given pre-recorded segment is not repeated the same day,or within a predetermined duration, to better ensure that a user isconsistently challenged by different scenarios. Optionally, pre-recordedsegments can be repeated periodically, and/or repeated in response to auser scoring below a predetermined threshold for a correspondingsegment.

An example training process will now be described in greater detail. Auser can launch and optionally log into a training system program.Optionally, during the log-in process a user identifier and/or passwordis provided to the training system so that the system can automaticallyselect the appropriate training module for the user and store the user'sinteractions and/or score in a database in association with the useridentifier.

Optionally, the system can present with a selection of modules, such assegments or training sequences and the user selects the desired segmentor sequence. Optionally, a training administrator can select and specifythe segments to be presented to the user. Optionally, the systemautomatically selects which segment is to be presented.

Before presenting the segment, text, audio, and/or video, instructionsare presented to the user which explain to the user the purpose of theselected training module, the different interactive possibilities thatexist within the selected training module, how the user is to interactwith the training program, and scoring process. Optionally, a pre-studysession is presented that relates to the material to be tested, and thenthe user can view the selected segment, which results in perfect or ahigh level of alignment between the information taught and theinformation tested, as compared to many conventional training systems.

The user clicks on a “start” button (or takes other appropriateinitiation action) and the training module's audio and/or video segmentbegins playing on the user's terminal. The video can include real oranimated figures that articulate or appear to be “articulating” thepre-recorded audio track. For example, the simulation can be generatedusing Macromedia Flash or using other applications. The training segmentcan be two to five minutes in length, or other length. Within thepre-recorded audio track optionally are pre-programmed opportunitiesand/or errors.

The user is queried regarding the material to be tested (e.g., viaverbal questions provided by a trainer, an avatar presented by thetraining system, a recording of a trainer, a speech to text system,and/or text) and is asked to verbally respond, (e.g., without having aselection of answers presented from which the user is to choose).

Optionally, the user can be prevented or not provided with the abilityto rewind or play back sections for a “do over” until the entire segmentis completed and initially scored. Optionally, the user can be providedwith the ability to rewind or play back sections for a “do over” priorto the entire segment being completed or initially scored.

Once the segment is complete and the user's scores are entered into thesystem by the trainer, the system totals the user scores and presentsthe user's score for the segment. Optionally, the user can be providedwith the scores of others for the segment and/or the user rankingrelative to other users.

Optionally, the user repeats the particular audio and/or videopre-recorded segment within a specified period of time, such as 24hours, with peers and/or coaches to solidify and advance the learning.The trainer/coach can ask the user the same or similar questionspresented to the user when the user previously went through the segment.The user is to verbalize the correct answers without prompting viamultiple choices, and/or true/false statements. The user performance(e.g., the number of correct answers, the number of opportunitiesidentified, etc.) is stored in computer readable memory (e.g.,automatically, in response to the coach entering the user performanceinformation into a form or otherwise). The system can then calculate anddisplay a score. “Microscoring” is optionally provided, wherein if thetrainee fails to answer a first question in a series of questions, thetrainee is appropriately scored for the failure, but the answer is thenprovided to the trainee so that the trainee can answer (and be scoredon) subsequent questions in the series.

Preferably, although not necessarily, the user participates in a newscenario each day or each working day. Such multiple scenario continuoustraining (which avoids boredom and adds novelty to the training)provides enhanced training and retention as opposed to single eventtraining. This creates compressed positive experiences, which are aby-product of the purpose-built modules as compared to certainconventional training systems which use solely random, actualinteractions.

Optionally, one or more of training processes/sessions described hereincan be presented in the form of a game to help keep the trainee'sinterest and/or to enhance the training impact. For example, each timethe trainee receives a score above a specified threshold, somethingpleasing happens (e.g., a certain tune is played, a certain image/videois displayed, a piece of an electronic puzzle is awarded, the traineeearns points/weapons/attributes that can be used in an electronic game,etc.). Optionally, the training can be presented in a format wherein thetrainee must answer questions correctly (e.g., receive a predeterminedscore) in order to defeat an adversary (e.g., a simulated robot oralien).

Optionally, group training is provided by the training system in acompetitive manner, further engaging users' attentiveness. For example,multiple users can view a given scenario or corresponding user terminalsat substantially the same time. The users can compete, wherein the firstuser that correctly identifies a given error and/or opportunity wins oris awarded a highest score with respect to identifying the given errorand/or opportunity. Optionally, relatively lower scores can be providedto those users who later correctly identified the given error and/oropportunity, wherein higher scores are provided to those who morequickly identified the given error and/or opportunity.

At the completion of a group training session or sub-session, the scorescan be totaled for each participating user and the scores can bepresented to the users, optionally ranked in accordance with the scores.

FIG. 1 illustrates an example networked training system including aWeb/application server 110, used to host the training applicationprogram and serve Web pages, a scenario database 112, that storesprerecorded scenario segments (such as those described herein), and auser database 114 that stores user identifiers, passwords, trainingroutines for corresponding users (which can specify which trainingscenarios are to be presented to a given user and in what order),training scores, and user responses provided during training sessions.The training system is coupled to one or more trainee user terminals102, 104, 106 via a network 108, which can be the Internet or othernetwork. The illustrated system can be used to execute the processes andhost the interface described herein.

Certain embodiments enable a trainee to access training sessions ondemand, via a computer and/or portable video/audio player as compared toonly having access within a scheduled classroom setting as with manyconventional systems. The training software/modules can be hostedlocally on a trainee terminal or remotely and accessed over a wiredand/or wireless network.

For time management purposes and to deal with interruptions, certainembodiments include a book-marking function which allows atrainee/trainer to “pause and resume” the training process.

Example training processes will now be described with reference to thefigures. In certain example processes discussed below, the user respondsverbally to questions immediately, on the spot to anotherhuman/facilitator located adjacent to the user.

The use of a live facilitator (e.g., sitting next to the trainee infront of the same screen) can enhance the positive emotional tension forthe trainee, resulting in an increase in the release of adrenalin fromthe adrenal glands, which can further enhance training retention becauseof the immediate presence of the facilitator. Adrenalin appears to coderetention to a greater degree. Live facilitator provides emotionalsimulation because it mimics the interaction the trainee would have inthe real world (e.g., which a customer, supervisor, employee, familymember, etc.). The substantially immediate feedback a facilitatorprovides (verbally and/or via a text presentation using a trainingterminal) to a trainee can enhance training as compared to a strictlye-learning scenario. Such human engagement between the facilitator andtrainee can increase the trainee engagement and motivation (e.g., thefacilitator can provide encouragement, and the trainee may desire theapproval of the facilitator). Many conventional systems lack such apurpose built training process involving a trainee and a facilitator.Optionally, however, the training can be performed solo, without atrainer or facilitator. However, unlike other conventional solo trainingsystems, an example embodiment of the solo training system optionallyincludes the user providing verbal responses.

In solo training, questions/prompts are optionally provided by thesystem textually and/or audibly. The trainee's verbal answers areoptionally recorded electronically by the system and optionallytranscribed by the system into text. In solo mode, the system optionallyprovides scoring forms for display to the trainee, the scoring formsincluding the correct answers and a check box (or other inputmechanism), where the trainee can “self score” by indicating whether thetrainee provided the displayed (correct) answer/response. Optionally,the system displays and/or prints out the transcript of the trainee'sanswers and/or plays back the trainee's answer during the self-scoringprocess so that the trainee can perform a comparison of the trainee'sanswers with the displayed answers. Optionally, the system itselfperforms the scoring by comparing the transcribed trainee's answer withone or more correct answers to determine if the trainee correctlyresponded with the correct answer. Thus, while certain embodimentsherein may be discussed with reference to trainee and trainer, theprocesses discussed herein can also be performed by the trainee, withoutparticipation of a trainer.

The facilitator is provided with the correct answers so that thefacilitator can immediately grade the user or discuss the user'sresponse and the segment to provide immediate verbal and/or non-verbalfeedback to the user, and to provide substantially immediateaccountability. This also lowers the facilitator's anxietyintellectually (because the facilitator does not have to know the rightanswers without reference to the training system) and emotionally(because the trainer does not have to confront the trainee with thetrainee's wrong answers, nor does the trainer have to challenge thetrainee with the questions). Furthermore, anxiety is reduced because thescoring is objective (as opposed to subjective) even though the answersare verbal. In addition, optionally, trainees can self-score.

The facilitator, who can be a fellow employee or manager of the trainee,a parent (or parents) of a child (who is the trainee), a teacher of astudent trainee, optionally gains knowledge and performance improvementsbecause the facilitator is learning and is engaged in the training aswell. Thus, a dual-learning process is engendered. Discussions on thetraining subject matter and the viewed scenarios between the facilitatorand the trainee further enhance the dual-learning process.

However, while certain embodiments are described as employing atrainer/facilitator in the immediate presence of a trainee, optionallyinstead or in addition a remote trainer/facilitator can be used (e.g.,via voice, video conference, webinar (web-based seminar), electronicwhite board, or otherwise). Optionally, when the trainee and trainer areusing different terminals (e.g., because they are not co-located),answers to questions are first presented on the trainer's terminaldisplay, and are only presented to the trainee in response to a traineraction. Optionally, rather than using a facilitator, certain trainingcan be performed solo, without the local or remote presence of afacilitator.

By way of example, the requests/questions described below can bepresented (e.g., via text and/or a voice prompt) to the user via thetraining terminal, or the trainer can read the request from a trainerterminal or printout. By way of example, the user response can beprovided orally. As discussed elsewhere herein, such oral interactionmay better facilitate the training process as compared to writtenmultiple choice or true/false testing, as such oral interaction does notpresent the correct answer in the question, better simulates real worldcondition, and enhances the positive emotional tension and engagement.

Certain embodiments optionally break out scoring assessments, providingfor substantially immediate feedback, accountability and reinforcement.An example embodiment optionally scores by category and sub-category.Therefore, the example embodiment provides the trainee substantiallyinstant feedback on a sub-category basis, and total feedback for the“full” category (e.g., including the summation of scores for thesub-categories). This substantially instant evaluation enables thepinpointing of areas where improvement is needed, optionally includingimprovement in the ability to articulate the correct answers/content, aswell as the assessment of speed/fluency and style/confidence.Furthermore, a trainee's performance can be self-scored and/or “distancescored” by remote facilitators.

FIG. 4A illustrates an example training process. Optionally, theinteractions between the user and the trainer/facilitator in thefollowing process may be performed verbally (e.g., where the traineeresponds verbally, and the trainer provides verbal and/or non-verbalinstructions, questions, etc.). Advantageously, as discussed above, sucha “verbal” approach more closely simulates real world conditions andwill in many instances better enhance training. Further, using such a“verbal” approach (where the question does not include a possible answerto the question), a user is not able to guess a correct answer from aselection of potential answers (e.g., as is the case in multiple choiceand true/false questions). Thus, optionally, rather than prompting theuser to answer questions regarding a segment scenario via multiplechoice and true/false questions, the user is queried verbally and isasked to respond verbally.

In this example training process, testing is performed after selectedportions or chunks of a scenario. Optionally, the portions do not haveto be performed in a specified order. Different chunks/segments can beused to train different skills (e.g., how to avoid different types oferrors, how to identify and respond to different types of opportunities,etc.). Optionally, the process, or portions thereof, may be used to testfor listening mastery (e.g., the ability to repeat or paraphrase whatwas said, retention of what was said) and listening comprehension (theability to understand what was said). Listening mastery andcomprehension can enhance emotional intelligence (the ability tounderstand and assess what someone is feeling and to deal with thosefeelings). For a given portion, the user/trainee is asked to identify aparticipant error, explain why it is an error, and explain what theparticipant should have done differently. Optionally, in addition orinstead, the user is asked to repeat the guideline language presentedduring a pre-study session (e.g., in their own words or mimicking asclosely as possible the original guideline language) in order to correctthe error.

Certain embodiments described herein provide tutorials, such as learnertutorials which may explain how to run a given module (e.g., what toclick, how to navigate, how to score, how to go back, etc.). Certainembodiments provide optional pre-study learning sections and resultssummary sections, which can be accessed for initial learning and forreinforcement purposes and can optionally be printed out in hard copy.Optionally, the results summary sections are available duringutilization of a training module, within training module segments, aswell as at the end of a training module for substantially instantreinforcement purposes. The pre-study sessions may generally relate tosome or all of the following: the content for the lesson about to betaught (the training session that the user is about to undergo), and sothe content of the pre-study session may vary based on the trainingsession. For example, as appropriate, a pre-study session may instructthe user regarding products, services, responsibilities, interpersonalinteraction in one or more settings, techniques, skills, overcomingobjections, how to interpret customer body language; how to ‘readbetween the lines’; how to recognize emotion on the customer's face;etc.

Optionally, the pre-study segment identifies key or important elements,and why the key elements are important. These key elements may alsoinclude style elements which are objectively clarified in the pre-study.The pre-study session may also be used by the trainee as a rehearsal forthe tested part of the training. For example, the trainee may verballyrepeat the key elements during the pre-study session. Optionally, thepre-study session may include example segments which the trainee can bequeried on, so that the trainee will better know what to expect duringthe test portion of the training. Similar pre-study sessions may beincluded in other processes described herein.

During the process illustrated in FIG. 4A users may also be asked toidentify what was done correctly and/or incorrectly by a participant andto explain why it was correct, incorrect, and/or important. The user mayalso be asked to verbally describe a participant's overall style, and toidentify problems or advantages with respect to that style. The user maybe asked to comment on correct and/or incorrect (e.g., appropriateand/or inappropriate) specific style elements and/or on a participant'stone. Optionally, the user may be queried with respect to the bodylanguage of one or more of the participants. Thus, the user may betested on spoken and physical errors, and scored accordingly. Thescoring results in this process, and optionally in other processesdiscussed herein and illustrated in the figures, may optionally beprinted out substantially immediately after the scoring calculated andpresented for review.

The user may optionally be challenged/queried and asked to verballyprovide some or all of the following:

-   -   identification of correct technique implementations in        conversations (e.g., techniques that enhanced the persuasiveness        of the verbal communication);    -   identification of technique errors in conversations;    -   identification of why it is important or critical to correct the        errors;    -   guideline language error-corrections;    -   identification of correct style implementations;    -   identification of incorrect style implementations;    -   identification of appearance and/or grooming issues that detract        from the verbal communication persuasiveness (e.g., clothing,        hair style, makeup, jewelry, glass style, etc.);    -   identification of appearance and/or grooming issues that enhance        the verbal communication persuasiveness;    -   an explanation as to whether or not the communication was        persuasive, effective, and/or clear as a whole, and whether the        user would have been influenced by the communication and how.

At state 402A, the user and/or trainer log in to the training system. Atstate 404A, the system displays a welcome screen. The system receives aselection of a training module from a menu of training modules. Forexample, the different training modules may relate to different subjectmatter, such as different products and services. Optionally the systemprovides a description of the corresponding training objectives and adescription of the training module. A user interface is displayed viawhich the trainee and/or trainer (which may be a peer) optionallyselects a peer type (where the learner and/or partner indicates whotheir “learning partner” is for the session—a peer, their supervisor,someone whose principal job function is training, etc.).

At state 406A, a user interface is presented via which thetrainee/trainer can instruct the system to display a tutorial for thelearner/trainee. If an instruction is provided to launch the learnertutorial, the process proceeds to state 408A and the learner tutorial islaunched. Otherwise, the process proceeds to state 410A. The tutorialexplains to the learner how to utilize or run the module (e.g., what toclick, how to navigate, how to score, how to go back, etc.).

At state 410A, a user interface is presented via which the trainer caninstruct the system to display a tutorial for trainer (e.g., via akeyboard, mouse entry, voice command or other input). If an instructionis provided to launch the trainer tutorial, the process proceeds tostate 412A and the learner tutorial is launched, and a review for thetrainer is presented. Otherwise, the process proceeds to state 414A.

At state 414A a pre-study session is initiated. By way of example, thepre-study review can include a review of concepts, products, and/orservices on which the user is being trained and/or tested. The pre-studysession optionally covers elements, such as the concepts, information,and techniques that the trainee will be tested on, and so is alignedwith the testing. For example, the elements may be:

relatively important or key concepts or steps;

why is it important to perform the identified steps;

guideline language that can be used to implement the steps.

By way of illustration, if the training is intended to trainee thetrainee in selling cars, the trainee may be instructed that thefollowing steps (or elements) should be performed when interacting witha customer:

1. Greeting

2. Inquiry into Customer Needs

3. Statement of In-Stock versus Custom Ordering Options

4. Offer to take a Test Drive

5. Statement of Financing Options

6. etc.

The pre-study session optionally includes text, graphics, videos, and/oranimations. Optionally, the system is configured to print some or all ofthe pre-study materials (automatically, or in response to an instructionby the trainee and/or trainer) for review by the trainee and/or trainer.

In an example embodiment, if the trainee fully learns the pre-studycontent, the trainee should be able to perform the appropriate eventidentifications (e.g., correct actions and/or incorrect actions) andprovide the corresponding explanations and answers. Optionally, thepre-study session is broken into segments that correspond to thescenario segments so that the pre-study segments are aligned (andoptionally exactly aligned) with the scenario segments, enabling greaterembedding of the subject matter. Thus, for example, if the trainingscenario includes a certain number of segments, the pre-study sessionoptionally includes the same number of segments. Optionally, multiplesegments can form an entire single conversation.

By way of further illustration, the pre-study session can displaytextually and/or play an audio/video-animation presentation of modelanswers which correspond to the model answers that will be expectedand/or provided during the “testing” phase of the training. Optionally,the pre-study session includes, or is limited to teaching or a review ofterminology that will be used in the training session (e.g., anexplanation of such terms as “request”, “opportunity clue”,“opportunity”, etc.).

The pre-study session may be presented via text, audio, and/or a videorepresentation. If audio and/or video are provided, the trainee can hearand/or see the technique in its correct role played format without theexponentially different possible responses from customers, prospects,etc (e.g., “thank you, but I am not interested”, “no need”, “alreadyhave it covered”, etc.). By using this “customer default” methodology,trainees can hear what they should do, without having to go off onto“branches of the tree”. For example, the role model presentation maypresent a customer service person interacting with a customer, whereinthe customer provides a neutral/negative response to each question askedby the service person. This enables the trainee to see a complete runthrough of role model techniques. Optionally, the trainer/trainee caninstruct the system to print out all or a portion of the materialspresented in the pre-study session. The process then proceeds to state416A.

At state 416A, a user interface is presented via which thetrainer/trainee can instruct the system to play a selected entirescenario/conversation (e.g., from a menu of scenarios/conversations) orpredefined segments thereof. The user interface also provides a menu ofselectable challenge areas.

If an instruction is provided to play a selected conversation or asegment thereof (e.g., a relatively short segment, such as oneapproximately between 15 to 30 seconds or between 30 and 90 seconds inlength, or optionally longer or shorter), then at state 418A, theselected conversation or segment is played/displayed to the trainee(e.g., including video, animation, audio, and/or text). The process thenproceeds back to state 416A, where another conversation can be selected.

If, at state 416A, a challenge area is selected (e.g., identify correctanswers, identify incorrect answers, identify correct style, identifystyle errors, etc.), and the process proceeds to state 420A, where achallenge is presented. The trainee is asked (by the facilitator and/orthe system) to verbally state an element. For example, the trainee maybe asked to verbally identify all correct events (optionally of aspecified type, such as with respect to information provided by ascenario participant, actions taken, style, tone, and/or demeanor, etc.)in the selected segment (or the entire scenario, if that had beenselected at state 416A). The elements may be those covered during thepre-study session.

At state 422A, a scoring user interface is displayed. In this example,the answer(s) (corresponding to the challenge) are displayed withassociated check boxes. The trainer and/or trainee checks off eachchallenge the trainee correctly responded to, which are then stored incomputer readable memory. Optionally, a user interface is provided viawhich an instruction to play the guideline presentation can be given.This enables a review of the relevant portion of the pre-study session.Thus, “instant replay” is available. The process then proceeds to state424A, or for certain challenge areas, optionally to state 442A.

At state 424A, the trainee is asked to verbally identify errors made byone or more scenario participants (e.g., errors of omission, errors ofcommission (a misstatement, interrupting the customerinappropriately/too often, offering an inappropriate good/service,etc.), errors of style, missed opportunities, etc.). At state 426A, ascoring user interface is displayed. In this example, the answer(s) (theerrors that actually occurred in the scenario) are displayed withassociated check boxes. The trainer checks off each challenge thetrainee correctly responded to, which are then stored in computerreadable memory. Optionally, a review of the relevant portion of thepre-study session is played back (e.g., automatically in response to thescoring, or in response to a manual instruction by the trainee/trainer).

If the trainee failed to identify the error, optionally the trainer(e.g., using information provided by the training system via the systemdisplay) will identify the error to the trainee. At state 428A, thetrainee is asked to verbally explain why it is important to correct theidentified error (e.g., error of omission, error of commission (amisstatement, interrupting the customer inappropriately/too often,offering an inappropriate good/service, etc.), error of style, missedopportunities, etc.). The trainee may optionally also be asked toverbally explain why what the participant did (e.g., said) or did notdo/say was an error. Thus, even if the trainee cannot correctly performpart of the testing (e.g., the trainee failed to identify an error), thetrainee may still be required to answer subsequent related questions(e.g., why it is important to correct the error and/or explain why it isan error) to better facilitate the training. At state 430A, a scoringuser interface is displayed. In this example, the answer(s) aredisplayed with associated check boxes. The trainer checks off eachchallenge the trainee correctly responded to, which are then stored incomputer readable memory. Optionally, at state 430A, a review of therelevant portion of the pre-study session is played back. Thus, “instantreplay” is available.

At state 432A, the trainee is asked to verbalize what a scenarioparticipant should have said. The user may be requested to verbalize acorrect answer using the model answer/guideline/role model languagepresented earlier. Optionally, the user may be asked to use, as best aspossible, the actual model language used (e.g., in the first person), orthe user may be asked to paraphrase the model language (e.g., in thefirst person).

For example, when the participant is dealing with a customer, one ormore products or services may need to be identified by the trainee thatwould correspond to a need indicated by the customer. Optionally, atthis point the trainer can enter a corresponding score via the trainerterminal which is stored by the system.

At state 434A, a scoring user interface is displayed. In this example,the answer(s) are displayed with associated check boxes. The trainerchecks off each challenge the trainee correctly responded to, which arethen stored in computer readable memory. At state 438A, a user interfaceis provided via which an instruction to play the guideline presentationcan be given. This enables a review of the relevant portion of thepre-study session. Thus, “instant replay” is available. If aninstruction is provided to playback the guideline presentation, theprocess proceeds to state 436A. At state 436A, the system presents amodel answer/guideline language as to what the participant should havesaid. The guideline language can be displayed to the user on thetraining terminal screen and/or verbalized by the terminal (e.g., withor without a video component include actors/animation). The role modelguideline answer, that provides guideline language for the correct wayto deliver techniques and information, and/or can be specificallyrelated to the errors. Many conventional systems lack such role modelguideline language training, and in particular, guideline language thatprovides language that corrects an error presented in a scenario.

This is in contrast to certain conventional techniques that simplyplayback a recorded real conversation between a call center operator anda customer (e.g., recorded for quality and training purposes) and asks agroup of trainees to explain what the call center operator could havedone better. However, such a recording may not present the moreimportant common errors and/or opportunities that the training shouldemphasize. By contrast, the training system described herein can presentpurpose-built scenarios and model answers that specifically embedappropriate and important/critical errors and/or opportunities withwhich to train users. Further, rather than just hearing guesses by othertrainees as to what could have been done better, a facilitator canprovide the complete correct answers/best practices, without leaving outinformation, as answers are preprogrammed.

At state 440A, the system determines whether there are additional errorsto navigate. If there are still additional errors to navigate (e.g.,where the trainee is asked to explain why it is important to correct theerror, why a previously identified error is an error, etc.), the processproceeds back to state 426A. If the error identification has beencompleted, the process proceeds to state 442A, where a user interface isprovided via which an instruction can be provided to the system todisplay the trainee's score for the scenario (or a segment thereof). Ifthe system is so instructed (e.g., by the trainee/trainer) the processproceeds to state 444A, where the score is calculated and presented bythe system. The trainee and facilitator/trainer can discuss thetrainee's score for the portion/section, and review the correct eventsand errors in the scenario, and the trainee's identification andexplanation of the same.

At state 446A, a determination is made as to whether there are remainingscenario segments to be played (e.g., remaining conversations withadditional elements to be identified) and/or additional challenges to beperformed. If there are, the process optionally proceeds back to state416A, and the process is again performed with respect to anotherscenario segment.

Otherwise, optionally, the trainee is asked to describe the style of oneor more scenario participants. The trainee's response is stored insystem memory.

At state 448A, a user interface is provided via which an instruction canbe provided to the system to display the trainee's total score for thescenario. If the system is so instructed (e.g., by the trainee/trainer)the process proceeds to state 450A. At state 450A, scoring informationis calculated and provided to the trainee, the trainer, and/or otherpersonnel via a monitor, a printout, and/or otherwise. Optionally aportion can be repeated, or an entire scenario including severalportions can be presented uninterrupted or with interruptions forquestions and the like. The trainee and facilitator/trainer can discussthe trainee's score for the entire module. The pre-study session, orportions thereof, and a results summary section can be accessed (e.g.,via a computer terminal, a printout, or otherwise) by the user later forreinforcement purposes. The process ends at state 452A.

Optionally, in the above example, or in other example processesdescribed herein, a user may first be asked to listen to/view a completeconversation, and is then tested on the complete conversation (e.g.,without rehearing the conversation first). Optionally, in addition orinstead, a user may be asked to listen to/view a segment of aconversation, and substantially immediately afterwards asked questionsspecifically on that segment. Optionally, a user may be asked to listento/view a complete conversation, and then is presented with segments ofthat same conversation, wherein the user is tested after each segmentregarding the segment. The segments can be played back sequentially,randomly, or in a different order. Optionally, the user and/or trainercan select a particular segment so that the user does not have to betested on each segment. Optionally, the user can be scored on theparticular segment, the complete conversation, or on both a segmentbasis and a complete conversation basis.

FIG. 4B illustrates another example process directed to opportunityclues and missed opportunities. The user/trainee may be asked (e.g., bythe trainer reading a challenge from a user interface presented by thesystem, by the system articulating the challenge, by the trainee readingthe challenge from a user interface present by the system, or otherwise)to verbally identify opportunity clues and/or missed opportunity clues,explain why it is an opportunity clue/missed opportunity clue, theimportance of the opportunity clue/missed opportunity clue, why it isimportant to properly address the opportunity clue/missed opportunityclue, and explain what the participant should have done to capitalize onthe opportunity clue, optionally using the pre-study language. By havingthe user focus on the “why”, a needs-driven cognitive process isengendered, wherein the user is encouraged to better understand theopportunity presented, how that opportunity reflects a participant need,and then how to successfully respond to that need (e.g., with theappropriate product or service). An opportunity clue is a statement by aperson that indicates (even if not explicitly stated or meant to becommunicated) that an opportunity exists to provide the person with aproduct, service, solution, or recommendation. Optionally, in thisexample embodiment, optionally, rather than prompting the user to answerquestions regarding a segment scenario via multiple choice andtrue/false questions, the user is queried verbally and is asked torespond verbally (e.g., with a free form answer). As previouslydiscussed, such a “verbal” approach more closely simulates real worldconditions and will in many instances better enhance training andfacilitate transferability. Further, using such a “verbal” approach, auser is not able to guess a correct answer from a selection of potentialanswers presented to the user, as is the case with multiple choice andtrue and false question.

As described herein, the user may be verbally asked to identify anopportunity, state why it is an opportunity, and how the opportunityshould be responded to. Such an in-depth approach facilitates training auser in approaching opportunities in an organized, methodical way tobetter ensure that the user can adequately respond to such opportunitiesin the real world, and better locks in training. For example, such anapproach can help a trainee focus on a customer's (or other party)needs, rather than just jumping to offering a product or service inresponse to identifying the existence of an opportunity.

Thus, the approach discussed above teaches a user to identify and betterunderstand an incorrect handling of a customer (or other party) orpotential opportunities rather than simply having the user jump to the“right way” and/or solutions, thus the user is trained to thinkconsultatively.

At state 401B, the process begins, and the trainee and/or trainer loginto the training system. At state 402B, the system displays a welcomescreen. The system receives a selection of a training module from a menuof training modules. For example, the different training modules mayrelate to different subject matter, such as different products andservices. Optionally the system provides a description of thecorresponding training objectives and a description of the trainingmodule. A user interface is displayed via which the trainee and/ortrainer (which may be a peer) optionally selects a peer type (where thelearner and/or partner indicates who their “learning partner” is for thesession—a peer, their supervisor, someone whose principal job functionis training, etc.).

At state 404B, a user interface is presented via which thetrainee/trainer can instruct the system to display a tutorial for thelearner/trainee. If an instruction is provided to launch the learnertutorial, the process proceeds to state 406B and the learner tutorial islaunched. Otherwise, the process proceeds to state 408B.

At state 408B, a user interface is presented via which the trainer caninstruct the system to display a tutorial for trainer. If an instructionis provided to launch the trainer tutorial, the process proceeds tostate 410B and the learner tutorial is launched, and a review for thetrainer is presented. Otherwise, the process proceeds to state 412B.

At state 412B, a tutorial/review that teaches terminology that will beused in the training session (e.g., “opportunity clue”, “missedopportunity”, “hidden need”, etc.) is presented. Optionally a pre-studysession is provided, which, for example, may list potential opportunityclues that might apply to the scenario they are about to view,explanations as to why the opportunity clues are opportunities, andpotential products, services, solutions, and/or recommendations thatcorrespond to the opportunities.

At state 414B, a user interface is presented via which thetrainer/trainee can instruct the system to play a selected entireconversation (e.g., from a menu of conversations) or predefined segmentsthereof. The user interface also provides a menu of selectable challengeareas.

If an instruction is provided to play a selected conversation or asegment thereof (e.g., a relatively short segment, such as oneapproximately less than 30 seconds or 15 seconds in length, or shorteror longer), then at state 415B, the selected conversation or segment isplayed/displayed to the trainee (e.g., including video, animation,audio, and/or text). The process then proceeds back to state 414B, whereanother conversation can be selected.

At state 416B, the trainee is asked to verbally identify opportunitiesclues in the scenario. At state 418B, a scoring user interface isdisplayed. In this example, the answers (corresponding to theopportunity clues that occurred in the scenario) are displayed withassociated check boxes. The trainer checks off each opportunity clue thetrainee correctly identified, which are then stored in computer readablememory.

At state 420B, the trainee is asked (e.g., verbally asked by a trainersitting with the trainee) to verbally identify/explain why anopportunity clue is an opportunity. At state 422B, a scoring userinterface is displayed. In this example, the answers (corresponding tocorrect reasons why the opportunity clues in the scenario areopportunities) are displayed with associated check boxes. The trainerchecks off each reason the trainee correctly identified, which are thenstored in computer readable memory.

At state 424B, the trainee is asked to verbally list/state the relevantproducts and services available from the trainee's employer/providerthat correspond to one of the reasons (e.g., the trainee is asked whatproducts/services/solutions/referral (a referral to another serviceprovided within or outside of the trainee's company that can provide thecustomer with relevant services and/or products) address theopportunity). At state 426B, a scoring user interface is displayed. Inthis example, the answers (corresponding to appropriateproducts/services/solutions corresponding to the opportunities indicatedin the scenario) are displayed with associated check boxes. The trainerchecks off each product/service/solution the trainee correctlyidentified, which are then stored in computer readable memory.

At state 428B, a determination is made as to whether there areadditional opportunities to navigate. If not, the process proceeds backto state 426B, and the trainee is prompted to identify additionalpotential products, services, solutions, and/or recommendations. If theopportunities have been identified, the process proceeds to state 430B.A user interface is presented via which the trainer/trainer can indicatewhether the score for the just completed segment is to be displayed tothe trainee and/or trainer. If an indication is provided that a reviewis to be conducted, the process proceeds to state 432B and the segmentscore is calculated by the system and displayed to the trainee/trainer.The trainer reviews the score and segment with the trainee, including areview of the opportunity, and the trainee's identification andexplanation of the same.

At state 434B, a determination if there are additional opportunity cluesto navigate. If there are additional opportunity clues to navigate, theprocess proceeds back to state 418B. Otherwise, the process proceeds tostate 436B. A user interface is presented via which the trainer/trainercan indicate whether the total score is to be displayed and reviewconducted. If an indication is provided that a review is to beconducted, the process proceeds to state 438B and the total score iscalculated and displayed to the trainee/trainer. The trainer reviews thescore and module with the trainee.

Optionally, during the scoring process, a trainee can receive “partialcredit”. Thus, even if a trainee does not receive a positive score for aquestion (e.g., for failing to provide a correct answer within a set ofquestions), the trainee can get credit for answering other relatedsequential questions in the set of questions. Advantageously, a wronganswer to one in a set of question optionally does not deprive thetrainee of the chance to correctly answer and learn from the otherrelated questions. For example, if the trainee fails to identify “whatopportunity”, the trainee can still receive a positive score if thetrainee is able to correctly explain why it is an opportunity and/orexplain to capitalize on the opportunity (e.g., the next correct stepsto take, identification of the products or services that should beoffered, etc.).

Optionally, there can be a mix of horizontal and vertical questions. Forexample, the trainee can be asked to first identify all errors,opportunities, and/or correct actions in a segment (horizontalquestioning). As the trainee responds, the trainee is scored on how manyquestions the trainee correctly identified. The questions to the traineecan then dig down on each of the correct actions/errors/opportunities(e.g., by clicking on a next control) and answering the “verticalquestions” (e.g., “why is it an error or an opportunity”, “how shouldthe opportunity be capitalized on”/“how should the error be fixed”,etc.). Advantageously, using this process, the trainee can optionally beallowed to view the trainer's screen as the answers are not displayed tothe trainer until the trainee has first provided the correspondinganswer.

Optionally instead, a trainee will first be asked to list allopportunity clues first, then for the listed opportunities, explain whyeach one is an opportunity, and then for each listed opportunity explainhow the opportunity should be responded to. Thus, in this embodiment thequestion flows are horizontal in nature, rather than vertical.

Optionally a scenario portion can be repeated, or an entire scenarioincluding several portions can be presented uninterrupted or withinterruptions for questions and the like.

Optionally, a scenario is targeted on very specific items. Therefore,the scenario may not always be full conversations. This may enhance thetime effectiveness of the training because of the smaller “learningchunks”, and enables the training to focus upon the specific areas wherethe trainee employer believes trainees need the most or significantimprovement and/or where the employer would gain the most or significantvalue. For example, a segment or learning chunk may be less than 30seconds, less than 1 minute, less than 3 minutes, 3-5 minutes, 5-10minutes, 10-20 minutes, 30-45 minutes, or other appropriate length(e.g., as determined by the subject matter, the current abilities or joblevel of the trainee, etc.). The length of the scenarios can begradually increased to gradually improve a trainee's attention span andlistening comprehension. The length of the learning and listening chunksare optionally based upon user tolerance studies (e.g., that indicatehow long a person at different ages and job functions are able to payattention to a conversation), and/or repeat rates or frequency of chunkutilization with respect to a given user (e.g., how often they have goneback to repeat a given section). Thus, “snapshot” scenarios are utilizedin this example both for time management purposes and to enhance focusand engagement of the user/trainee.

As previously discussed, optionally, some or all of the trainingsessions discussed above utilize a trainer/facilitator during thetraining session, although optionally training can be performed withouta trainer/facilitator being present. Thus, optionally, the trainingsessions combine computer-based learning with a human facilitator whoparticipates throughout or during at least a portion of the trainingsession, and who can help guide and train the user. Optionally, thefacilitator works with a trainee in a one-on-one situation, althoughoptionally the facilitator works with more than one trainee at a time.

Optionally, the use of a computer-based training system enables the useof a relatively “untrained” facilitator, because the training systemguides the facilitator, provides the facilitator with thequestions/prompts for the trainee, and the substantive knowledge onwhich the trainee is being trained. In addition, the optionalcomputer-based scoring further eases the burden on the facilitator.Thus, an example embodiment includes “artificial intelligence” withrespect to the question and answer flows. This approach cansignificantly reduce training costs and provide for a relatively muchlarger pool of facilitators. Further, because correct answers arepre-programmed and available to the facilitator, a relatively untrainedfacilitator can score trainee answers objectively, even when thoseanswers are provided verbally. Advantageously, the facilitator is notput in the position of being the one subjectively deciding that thetrainee has not performed well. Rather, the computer takes on the roleof the “bad guy”. Therefore, even a child can be a facilitator foranother child.

Certain trainees' recollection of a conversation (or a segment thereof)may differ from the correct answers presented via the training system.This may result in a trainee doubting and challenging the correctanswers. In order to objectively demonstrate to the trainee that thetrainee failed to identify an opportunity, a missed opportunity, anerror, or a correct action, optionally objective evidence is provided tothe trainee by replaying the corresponding segment to prove whatoccurred in the segment (e.g., in response to a manual instruction bythe trainee or trainer, such as by optionally activating a scenarioreplay button).

In addition, optionally during scoring and/or when the trainee isanswering, the trainer may activate a pre-Study button or other control(e.g., a pre-study replay button) which causes the model answer from thepre-study segment that corresponds to the answer being scored to bereplayed for quick reference/verification. This enables the trainer toverify for or prove to the trainee what was said, role modeled, and/ortextually presented during the pre-study session. Thus, easy access foralignment between the pre-study segment and questions is providedwithout multi-step navigation. By way of illustration, a pre-studyreplay control may be provided when testing/scoring the trainee'sresponse to what was done correctly during a training sequence, whatwhere the errors, why is it important to correct the errors, as well asto provide the correct guideline language. This further facilitates thepractice of real world language.

Furthermore, scoring objectivity is enhanced and scoring subjectivity isreduced in scoring the answers because of the pre-programming andbecause questions for the trainee are optionally formulated in a focusedmanner, with purposely limited scope per question. A larger scope oftraining is optionally achieved through the combining of multiplequestions and modules.

Optionally, as discussed above, the questions are asked without theanswers being presented on the training system display until the traineeanswers the questions. Therefore, there is no need to conceal thedisplay from the trainee.

Optionally, the answers and scoring are verbal, but presented in a textform, audio and/or audio/video-animation form for the facilitator viathe training terminal (who may not otherwise know the answers), so thatthe trainee does not have access to the answers before verbalizing theanswers. For example, optionally the training terminal can be positionedso that the facilitator can view the questions and/or answers, and thetrainee cannot (e.g., the facilitator can turn the terminal display sothat the trainee cannot observe it; the trainee can be told to turn/moveto a location where they cannot observe the screen, but not so far sothat the facilitator and learner cannot verbally interact; thefacilitator can have a separate display than the trainee). Thus,optionally, the trainee needs to articulate an identified opportunityclue, missed opportunity, or error. Therefore, unlike multiple choicequestions, true/false questions, or yes/no questions, where a traineecan guess an answer, the open-ended questions discussed above are veryunlikely to be correctly answered by guessing. Instead, the systemtrains real learning and real recall, as compared to multiple choice andtrue false testing, where the answer is presented to the trainee withinthe questions.

Further, optionally, after the trainee identifies a first opportunityclue, a missed opportunity, or error, prior to asking for the trainee toidentify the next, opportunity clue, missed opportunity, or error, thetrainee is asked why the first identified opportunity, missedopportunity, or error is an opportunity, missed opportunity, or error,and then is asked how to capitalize on the opportunity or how to fix theerror.

Optionally, if the trainee cannot articulate all of theopportunities/missed opportunities/errors, the facilitator then providesthose that were missed (e.g., lets the trainee view them on the screenor articulates them to the trainee).

Because of the verbal nature of the questions and the verbal, free formnature of answers in certain embodiments, which more closely emulatesreal-world interactions (as compared to simple multiplechoice/true-false testing), a trainee is more easily able to transferthe learned skills and knowledge to a real world environment, where thetrainee interacts with people in a verbal, free form environment.

As discussed above, training questions can be presented horizontally,vertically, or using a mixture of horizontal and vertical questioning.For example, a trainee may be presented with an entire conversationfirst, and is then asked to identify all of a certain event type (e.g.,all errors or all opportunities) in the conversation, while being gradedon the number of events the user was able to correctly identify. Theuser may then be asked further questions regarding the events (e.g., ifthe event is an error, explain why it is in error and how to avoid theerror). Instead, the trainee may be asked to identify a first of theevents, and then answer one or more questions about the event. Once theuser has answered questions regarding the event, the user is then askedto identify the next event and to answer questions regarding the nextevent, and so on.

By way of further example, a segment may be played and the trainee istested on the segment before the next segment is played. The segmentscan be played sequentially or out of order. By way of still furtherexample, the entire conversation may first be played, and then, beforebeing questioned, the conversation is replayed on a segment by segmentbasis, wherein the trainee is questioned after a corresponding segmentregarding the segment. By way of yet further example, the entireconversation may first be played, and then, before being questioned,selected segments of the conversation are replayed (e.g., where theselected segments may be out of sequence and wherein the selectedsegments combined optionally do not include all the segments), whereinthe trainee is questioned after a corresponding segment regarding thesegment.

By way of further illustration, as similarly described above, optionallythe trainee can listen to an entire scenario conversation or proceeddirectly to specific segments within the conversation. Optionally, thetrainee first listens to an entire scenario, can take notes on viewedopportunity clues, missed opportunities, and/or errors, and then reviewand be tested on the scenario a segment at a time. Thus, certain exampleembodiments provide a built-in segmented approach, as well as a “totalconversation” approach. Optionally, a given segment is a self-contained“learning module”. Therefore, the facilitator can stop the trainingsession (e.g., if there is not sufficient time to complete the entirescenario), and then come back and pick up at the next segment. Further,the segment approach enables the facilitator and trainee to focus onsegments where the trainee needs to improve and/or that are consideredto be more important. In addition, optionally the performance can bescored for each segment.

Optionally, the training processes described above can be performedperiodically, on an ongoing basis using the same, similar, or differentscenarios/segments of the same or different lengths (e.g., optionally inincreasing length to help increase a trainee's attention span). Forexample, a trainee can be presented with a training segment, every day,week, month, 6 months, year, or other period to reinforce the trainee'sskills Different situations, opportunities, and/or errors can bepresented to enhance learning.

An example scenario will now be described in greater detail. Thefollowing scenario relates to a banker interacting with a prospect.Errors made by the banker are identified. The user is asked to identifywhy the errors are errors and/or why it is important to correct theerror, and what should the banker have done differently. In addition,example model/guideline banker language is provided to the user whichwould be more appropriate than the language used by the banker.

Banker Prospect Appropriate Guideline Language Okay Mr. Jenkins, yourKarl Jenkins. checking account is now Really? How so? opened. I'm soglad you decided to bank with XYZ Bank. We do consider ourselves to be alittle different here at XYZ bank. Well, we pride ourselves on Yeah,that's true. I building relationships with our had that clients versusmany other experience at my banks out there who bank in Texas. sometimesonly know you as just an account number. As a financial services Great!representative here, I make it my standard practice to maintain anunderstanding of my clients' overall financial picture so that I'm bestpositioned to make proactive recommendations to help you be morefinancially successful. I'd like to conduct a Client Well, I'm not sure.Banker: What I will do is ask some questions in a few Service Reviewright now if Just what is the areas to make sure we understand yourcurrent financial that's okay. (Error PB1) Client Service needs and yourfinancial needs for the next 6 to 12 Review? I'm not months. The wholeprocess will take about 10 minutes sure I understand depending on thecomplexity of your financial situation. how it will help me. May Iconduct a Client Services Review right now? Prospect: Okay. I actuallyhave a little extra time, but I do have an appointment that I will needto leave for in 15 minutes. Banker: That's just fine. I'll do a timecheck with you at about 7-8 minutes to make sure we keep to youravailable time. The process will help me look Oh, now I Error PB2 forways to help you make understand. I've Banker: The process will help melook for ways to help more money, as well as save never had anyone youmake more money, as well as save money, save money, save time, and finddo this for me time, and find added convenience in your banking addedconvenience in your before. I do have relationship with our bank.Everything we discuss will be banking relationship with our the timeright now, kept totally confidential and the process is free. Do youbank. Can we get started? so let's get started. mind if I take somenotes while we chat? (Errors PB2 and PB3) Prospect: I've never hadanyone do this for me before. I do have the time right now, so let's getstarted. Error PB3 Banker: The process will help me look for ways tohelp you make more money, as well as save money, save time, and findadded convenience in your banking relationship with our bank. Everythingwe discuss will be kept totally confidential and the process is free. Doyou mind if I take some notes while we chat? Prospect: I've never hadanyone do this for me before. I do have the time right now, so let's getstarted. Borrowing (Credit) Okay. Banker: Great. Well, since you came into open a Great! So first, let's take a checking account, I think itmakes sense to begin by look at any borrowing needs exploring yourday-to-day banking transaction needs to that you may have. (Error seewhere we might be able to help you. PB4) Prospect: Okay. Banker: Whatother transactional accounts do you have with any other financialinstitutions? I'm wondering if you or Hmmm. I can't Banker: One way inwhich I help my clients is by making anyone in your family may think ofanything sure they have access to funds for any major purchases havespoken about any we would need to they may be making. needs to borrowmoney borrow for. I'm wondering if you or anyone else in your family mayanytime within the next six to have spoken about any needs to borrowmoney within the twelve months? (Error PB5) next six to twelve months?Prospect: Well, my wife and I have been talking about moving out of ourapartment and buying a house sometime in the next 3 to 6 months. We'vebeen saving for a down payment for a few years. Have you thought aboutWell, my wife and I purchasing a house? have been talking about movingout of our apartment and buying a house sometime in the next 3 to 6months. We've been saving for a down payment for a few years. Excellent.This is an area I That would be think we can help really great. Sincethis is streamline the borrowing our first time process so that it isfast and buying a house, easy for you. We could meet we can use all thewith your real estate agent help we can get. when you're ready to startlooking and work with them to get your home loan all lined up. Well wecan definitely help! Okay. Banker: How about any other needs to borrowthat may Let's move on to the deposit be within that next 6-to-12-monthtime frame. It could be and investment area. (Error buying a new car,perhaps paying for a long overdue PB6) vacation, maybe paying for thatevening college class. Prospect: No, not that I can think of. The housewill keep us pretty busy. Deposit & Investment Well, I do have myBanker: Let's now focus on your current and future Let's now focus onyour savings account at deposit and investment needs. We may be able toget savings for the future. What my Bank back in you a higher rate ofreturn on your deposits, or amounts do you have on Texas, and aminvestments, simplify your banking by consolidating deposit, such as ina savings thinking about accounts, or helping you plan for retirement.May I ask, account, with other transferring my what amounts do youcurrently have on deposit or as institutions? We may be able money hereand investments with other financial institutions, including to get youa higher rate of opening up a retirement accounts? return than anotherSavings Account Prospect: Well, I have my savings account at my Bankinstitution. (Error PB7) with you guys back in Texas, and am thinkingabout transferring my soon. In fact, money here and opening up a savingsaccount with you before our guys soon. In fact, before our meeting, Ipicked up a meeting, I picked brochure and looked at some of the savingsaccounts up a brochure and you offer, but I haven't made up my mind onany one of looked at some of them yet. the savings accounts you offer,but I haven't made up my mind on any one of them yet. Okay. Well, whenyou decide Great! Thanks. Banker: I can definitely assist you infiguring out which on the one, you want to open, savings account wouldbe best suited to meet your just give the branch a call, or needs. I canalso refer you to one of our Investment stop in and someone will helpspecialists who can identify alternative investment you set one up.(Error PB8) options providing a higher rate of return on your savings.In the next six to twelve months are you expecting any additional incomethat could be invested? Maybe a raise, a bonus, or proceeds from a sale?Prospect: No, I'm not expecting any additional money. Alright, let'scontinue on into Okay. Banker: Also, we want to be able to plan how toinvest the next area. (Error PB9) any new funds that may be available toyou now or in the future. Are you expecting any additional income suchas a raise, bonus, or sales proceeds during the next six to twelvemonths? Prospect: No, I'm not expecting any additional money. Day-to-DayBanking No this is the only Error PB10 Services checking account IBanker: Okay, Mr. Jenkins, by understanding your needs Okay, Mr.Jenkins, in order to have. in the day-to-day banking services area, wemay be able help simplify your finances, You know, you to simplify yourfinancial matters and provide you with the could you tell me if you havesaid this review convenience of one-stop banking by consolidating anyother checking accounts would take about accounts. with your Bank inTexas? 10 minutes, and it Prospect: Okay. (Errors PB10 and PB11) hasbeen 8 Error PB11 minutes. I have to Banker: Tell me, how many differentchecking accounts, get going to savings accounts, or credit cards do youhave elsewhere another in addition to what you have at the bank inTexas? appointment. Are Prospect: I have a savings account at the TexasBank we just about that I am thinking about transferring to this bank.finished? Yes, actually I am. I'll just Error PB12 take a few minutes toBanker: I do have the area of insurance and other summarize my financialservices to go over with you to ensure I have a recommendations. (Errorscomplete picture of your financial health; however, we PB12 and PB13)can schedule another time to finish our review. I have availabilitytomorrow afternoon. Would 2:00 p.m. work for you? Prospect: That timewill work for me. Error PB13 Banker: You are right; it has been 8minutes and I definitely want to keep my commitment to get you out ontime for your next appointment. I do have the area of insurance andother financial services to go over with you to ensure I have a completepicture of your financial health; however, we can schedule another timeto finish our review. Before we do this though, I would like to takejust a few minutes if this is okay with you to go over my initialrecommendations, and then see what might be some appropriate next steps.Is this okay? Prospect: Yes, that would be fine. BorrowingRecommendations You know, I have several thoughts in terms of that doesrecommendations based on the sound like a needs we've discussed heretoday. good idea. Let's start with the area of borrowing; you indicatedyou and your wife will be looking to buy a home within the next 6months. Since it is never to earlier to get the mortgage approvalprocess in motion, I really think it would be wise for you to speak withour mortgage lending specialist. My colleague's name is Sam O'Neill.I've had several of my clients work with him. Why don't you go ahead andgive Okay . . . Banker: Sam works out of our office several days duringSam a call. You can reach him the week. I know he's going to be here intwo days, on through the bank receptionist. Friday. Could we arrange atime on Friday for you and (Error PB14) your wife to meet Sam, here atthe bank? What time would work for you? Prospect: We can probably behere around 10:00 a.m. Banker: Great! I will check with Sam to make surethis time works for him. Either he or I will call you back to confirm.What's the best number to reach you at? Prospect: 555-2824. Deposits andInvestments Oh, that Recommendations sounds like Now in terms of yourdeposits and an excellent investments, you mentioned the idea. I'vesavings account at your bank in been thinking Texas. You may want toconsider lately about placing this money in a vehicle what we need otherthan a savings account to do to begin where you can earn a higher rateplanning for of return. I really think it would be retirement. I wisefor you to speak with our know it is investment specialist. Her name ismany years Ann Smith. She can help you go away, but I over all theoptions available to see how my you as you prepare to move the parentsmoney from your bank in Texas. struggle and I don't want that for mywife and me. Ann can definitely help you. She Next has worked onretirement plans for Wednesday my husband and me, and did an will begood. excellent job. Ann works out of our We can office on Wednesdays. Iknow probably be she's going to be here 1 week from here around today,next Wednesday. Could we 4:00 p.m. arrange a time next Wednesday for youand your wife to meet Ann, here at the bank? What time would work foryou Well, I hope you've seen value in Ah, yes I Banker: Great! I willcheck with Ann and double-check our discussion? (Error PB15) have.Thank- that this time works for her. Either she or I will call you youfor back to confirm the appointment. Since the appointment offering tois a week away, I will give a reminder call a few days review my beforethe appointment, say on Monday. What's the best financial number toreach you at? situation. Prospect: 555-2824. You are very welcome. Itwas my Thanks! Banker: You are very welcome. It was my pleasure. As apleasure and welcome to XYZ matter of fact, I'm always looking for waysto help others Bank. (Error 16) in the same way and I'm wondering if youmight know anyone else who would benefit from a similar level ofservice? Prospect: No, not really. Banker: What about a work colleague,family member? Maybe a friend? Prospect: No, no one at this time.Banker: Well if you do think of someone, please feel free to give themmy name and telephone number. Welcome to XYZ Bank.

The following table illustrates example questions regarding theforegoing scenario that are provided to the user/trainee. A user/traineemay be asked to identify an error, explain why it is an error, andexplain what the banker should have done differently. The user/traineemay also be asked to describe the banker's overall style (e.g.,including the correctness and/or incorrectness of the style), and toidentify problems or advantages with respect to the banker's style.Optionally, the user/trainee may be queried with respect to the bodylanguage of the banker and/or the prospect (e.g., “does the banker'sbody language appear to radiate confidence or a lack of confidence”,“does the prospect look uncomfortable with the banker's questions oranswers,” etc.) The user's responses can be separately scored and/or acumulative score can be calculated, stored, and reported.

The questions can be orally asked and/or displayed by the trainingterminal or asked by a trainer. The user/trainee can be asked toverbally respond and/or the user can be asked to type in a response viathe terminal or select a response in a multiple choice and/or true/falseformat. The following table includes a “portion” column indicating whatportion or sub-portion of the scenario the event occurs (e.g.,beginning, middle, end). An Error ID column lists an identifierassociated with the error being tested on. The user is queried as to whyan event is an error and what the banker should have differently. Modelanswers are provided. In addition, model guideline language is providedfor what the banker should have said.

State one/ another Technique Error What should Error that you heard Whyis that an the banker have Appropriate Guideline Portion ID the Bankermake. error? done differently? Language Beg. PB1 The Banker does TheBanker does The Banker should Banker: What I will do is not thoroughlynot explain to the have . . . ask some questions in a explain theProspect fully what 1. Explained few areas to make sure we process of aClient a Client Service that the understand your current Service Review.Review entails and process financial needs and your therefore, wouldentails financial needs for the next be less likely to answering 6 to 12months. The whole agree to the some process will take about 10 process.questions in a minutes depending on the few areas. complexity of yourfinancial 2. Explained situation. May I conduct a the process ClientServices Review should take right now? about 10 Prospect: Okay. Iactually minutes. have a little extra time, but I do have an appointmentthat I will need to leave for in 15 minutes. Banker: That's just fine.I'll do a time check with you at about 7-8 minutes to make sure we keepto your available time. Beg. PB2 The Banker does The prospect may TheBanker should Banker: The process will not explain the not agree if theyhave . . . help me look for ways to Client Service believe the 1.Explained help you make more Review is free. process has a fee that itis cost money, as well as save associated with it. free. money, savetime, and find added convenience in your banking relationship with ourbank. Everything we discuss will be kept totally confidential and theprocess is free. Do you mind if I take some notes while we chat?Prospect: I've never had anyone do this for me before. I do have thetime right now, so let's get started. Beg. PB3 The Banker does Theprospect may The Banker should Banker: The process will not explain thenot agree if they have . . . help me look for ways to Client Servicebelieve the 1. Explained help you make more Review is information sharedthat it is money, as well as save confidential. could be confidential.money, save time, and find communicated to added convenience in yourothers. banking relationship with our bank. Everything we discuss willbe kept totally confidential and the process is free. Do you mind if Itake some notes while we chat? Prospect: I've never had anyone do thisfor me before. I do have the time right now, so let's get started.Middle PB4 The Banker starts According to the The Banker should Banker:Great. Well, since 1 with the borrowing Prospect, their have . . . youcame in to open a (credit) category. main goal was 1. Asked the checkingaccount, I think it opening up a Prospect a makes sense to begin byChecking Account, day-to-day exploring your day-to-day and the Banker'sbanking banking transaction needs first question about services needs tosee where we might be borrowing (credit) question first. able to helpyou. needs is an Prospect: Okay. unnatural transition. Banker: Whatother transactional accounts do you have with any other financialinstitutions? Middle PB5 The Banker did not The prospect has The Bankershould Banker: One way in which I 1 explain the benefits no context forwhy have . . . help my clients is by of asking questions asking aquestion in 1. Explained making sure they have in the borrowing theborrowing that access to funds for any (credit) category (credit)category understanding major purchases they may before asking a couldhave the Prospect's be making. question. relevance for them. needs inthe I'm wondering if you or borrowing anyone else in your family(credit) may have spoken about category can any needs to borrow moneyensure access within the next six to twelve to funds for months? majorProspect: Well, my wife purchases. and I have been talking about movingout of our apartment and buying a house sometime in the next 3 to 6months. We've been saving for a down payment for a few years. Middle PB6The Banker left the The Prospect may The Banker should Banker: How aboutany 1 borrowing (credit) still have Credit have . . . other needs toborrow that category Needs, though he 1. Asked may be within that next6- prematurely. may not think about additional to-12-month time frame.It them in terms of prompts, such could be buying a new car, borrowingmoney as any plans to perhaps paying for a long and may need buy a car,go overdue vacation, maybe additional on a holiday, paying for thatevening prompting to pay for tuition, college class. disclose the and/orpay for Prospect: No, not that I information. taxes. can think of. Thehouse will keep us pretty busy. Middle PB7 The Banker did not Theprospect has The Banker should Banker: Let's now focus 2 fully explainthe no context for why have . . . on your current and future benefits ofasking asking a question Explained the benefits deposit and investmentquestions in the in the deposit and of asking questions in needs. We maybe able to deposit and investment the deposit and get you a higher rateof investment category could investment category: return on yourdeposits, or category before have relevance for 1. Making theminvestments, simplify your asking a question. them. money banking byconsolidating The Prospect may 2. Saving them accounts, or helping youhave other funds money plan for retirement. May I on deposit 3.Simplifying ask, what amounts do you besides a savings finances bycurrently have on deposit account that the consolidating or asinvestments with Banker did not 4. Planning for other financialinstitutions, uncover. retirement. including retirement accounts?Prospect: Well, I have my savings account at my Bank back in Texas, andam thinking about transferring my money here and opening up a savingsaccount with you guys soon. In fact, before our meeting, I picked up abrochure and looked at some of the savings accounts you offer, but Ihaven't made up my mind on any one of them yet. Middle PB8 The Bankerleaves It is the Banker's The Banker should Banker: I can definitely 2the decision of responsibility to have . . . assist you in figuring outchoosing a assess which 1. Informed the which savings account savingsaccount in savings account Prospect that she would be best suited to theProspect's would best suit the could open the meet your needs. I canhands. Prospect's needs. right savings also refer you to one of our TheBanker account today. Investment specialists who should capitalize 2.Referred the can identify alternative on the opportunity Prospect to theinvestment options for the bank rather Bank's investment providing ahigher rate of than risk losing specialist. return on your savings. theaccount by 3. Asked about In the next six to twelve leaving it in thenew funds such months are you expecting Prospect's hands. as a raise,bonus, any additional income that sale proceeds, could be invested?Maybe etc., in the next six a raise, a bonus, or to twelve months.proceeds from a sale? Prospect: No, I'm not expecting any additionalmoney. Middle PB9 The Banker left the The Prospect may The Banker shouldBanker: Also, we want to 2 deposit and still have. The have . . . beable to plan how to investment Prospect needs 1. Asked invest any newfunds that category additional additional may be available to youprematurely. prompting to prompts, around now or in the future. Aredisclose deposit additional you expecting any and investment potentialincome additional income such as needs related to such as a raise, araise, bonus, or sales additional income. bonus, and/or proceeds duringthe next sales proceeds. six to twelve months? Prospect: No, I'm notexpecting any additional money. Middle PB10 The Banker did The prospecthas The Banker should Banker: Okay, Mr. 3 not explain the no context forwhy have . . . Jenkins, by understanding benefits of asking asking aquestion 1. Explained that your needs in the day-to- questions in the inthe day-to-day understanding the day banking services day-to-day bankingservices Prospect's needs area, we may be able to banking servicescategory could in the day-to-day simplify your financial category beforehave relevance for banking services matters and provide you asking aquestion. them. category can with the convenience of simplify financialone-stop banking by matters. consolidating accounts. 2. Explained thatProspect: Okay. understanding the Prospect's needs in the day-to-daybanking services category can provide the convenience of one-stopbanking by consolidating accounts. Middle PB11 The Banker asks Theprospect may The Banker should Banker: Tell me, how 3 about checkingalso have other have . . . many different checking accounts at thechecking accounts 1. Asked the accounts, savings Texas Bank only.outside of the Prospect about accounts, or credit cards Texas Bank, butany other do you have elsewhere in the Banker has transaction additionto what you have not asked about accounts that they at the bank inTexas? them. may have at all Prospect: I have a other financial savingsaccount at the institutions. Texas Bank that I am 2. Asked the thinkingabout transferring prospect about to this bank. other transactionaccounts that they may have with the Texas Bank. Middle PB12 The Bankerskips The insurance The Banker should Banker: I do have the 3 theinsurance and category is a have . . . area of insurance and otherfinancial significant area 1. Suggested other financial services toservices category. that needs to be getting together go over with you toensure covered in order another time to I have a complete picture tomeet all of the complete the of your financial health; Prospect's needs.review. however, we can schedule 2. Explained the another time to finishour importance of review. I have availability covering the tomorrowafternoon. insurance and Would 2:00 p.m. work for other financial you?services category Prospect: That time will to ensure having work for me.a full picture of the client's financial health. Middle PB13 The bankerdoes Since time is The Banker should Banker: You are right; it 3 notacknowledge short, another have . . . has been 8 minutes and I theprospects option to complete 1. Acknowledged definitely want to keep myconcern about the Client the time overage. commitment to get you goinglonger than Services Review 2. Explained they out on time for your next10 minutes. needs to be would like to appointment. I do have presentedto the schedule a time to the area of insurance and prospect. completethe other financial services to Client Services go over with you toensure Review I have a complete picture 3. Explained they of yourfinancial health; would take just a however, we can schedule few minutesto another time to finish our briefly go over review. recommendationsBefore we do this though, and next steps. I would like to take just a 4.Acknowledged few minutes if this is okay the time overage with you to goover my and suggested initial recommendations, getting together and thensee what might another time to be some appropriate next complete thesteps. Is this okay? review. Prospect: Yes, that would 5. Asked be fine.permission from the prospect to continue by going over the banker'srecommendations. End PB14 The Banker does The bank may The Banker shouldBanker: Sam works out of not follow through miss an have . . . ouroffice several days by arranging a opportunity by 1. Scheduled a duringthe week. I know date and time for leaving contact tentative date andhe's going to be here in the prospect to with the mortgage time for thetwo days, on Friday. meet the lending specialist prospect to meet Couldwe arrange a time mortgage lending in the hands of the the mortgage onFriday for you and your specialist . . . prospect. lending specialist.wife to meet Sam, here at 2. Explained they the bank? What time wouldconfirm the would work for you? date and time with Prospect: We can themortgage probably be here around lending specialist 10:00 a.m. and thencontact Banker: Great! I will the prospect to check with Sam to makeconfirm the sure this time works for appointment. him. Either he or Iwill call 3. Gotten contact you back to confirm. information. What's thebest number to reach you at? Prospect: 555-2824. End PB15 The Bankerdoes The prospect may The Banker should Banker: Great! I will check notindicate how show up for the have . . . with Ann and double-check theproposed date appointment and 1. Explained that this time works for her.and time will be the investment they would Either she or I will call youconfirmed with the specialist may not confirm the back to confirm theinvestment know about the date and time appointment. Since thespecialist. appointment. with the appointment is a week investment away,I will give a reminder specialist and call a few days before the thencontact appointment, say on the prospect to Monday. What's the bestconfirm the number to reach you at? appointment. Prospect: 555-2824. 2.Gotten contact information. End PB16 The Banker does 1. The The Bankershould Banker: You are very not ask for a banker may have . . . welcome.It was my referral (an offer to miss an 1. Offered to pleasure. As amatter of assist). opportunity to assist others in fact, I'm alwayslooking for assist the same way ways to help others in the someone else.they assisted same way and I'm 2. The the Prospect. wondering if youmight banker may know anyone else who miss an would benefit from asimilar opportunity to level of service? build their Prospect: No, notreally. network. Banker: What about a work 3. The colleague, familymember? banker may Maybe a friend? miss an Prospect: No, no one atopportunity to this time. build the banks Banker: Well if you do thinkbook of of someone, please feel business. free to give them my name andtelephone number. Welcome to XYZ Bank.

Another scenario will now be described. The following scenario includesa 39 second conversation between a banker and a prospect regarding asavings account that includes missed opportunities,

Banker Prospect Welcome to Breakthrough I'm interested in opening aPerformance Bank. savings account. (Request Identified) I'm KevinJohnson. How can I help you? Certainly. I can do that for you. TomLopez. May I have your name, please? Thank you, Mr. Lopez. Do you No, Idon't. I noticed the advertisement currently have any accounts at onyour front door for the interest our bank? bearing checking account. Ilike the interest rate (OPT ID 1). Do you live nearby? Not yet, but I'mhere for a week looking at some homes. I think I found a really nicecondominium in the center of town (OPT ID 2) (OPT ID 3). In fact, I'vedecided to start my own consulting business here. (OPT ID 4) That'sfantastic. Thank you. I'm looking Congratulations. forward to thischange.A. Opportunity Identification LoopsThe following illustrates an example segment or entire session,illustrating how each opportunity clue is covered (identification ofopportunity, why it is an opportunity, and how the opportunity can beaddressed by a given product/service) before proceeding to the nextclue.

# OPT ID Request Clue Needs →Products/Services 1 Open a Savings AccountSavings Account. 1 OPT ID 1 Likes the interest High interest bearingaccounts→Interest bearing offered on the checking accountinterest-bearing Higher returns→Investment products/services checkingaccount. 1 OPT ID 2 Looking for homes Help with financing thehouses→Mortgage loan and thinks he found Protect loan→Mortgage Insurancea condominium in Protect home contents→Home contents insurance thecenter of town. 1 OPT ID 3 Moving to the area Transfer accounts heresoon. Transactional accounts→Checking account, direct deposit, savingsaccount, money market account, safe deposit box CDs Accountprotection→Overdraft protection Link to Overdraft Credit facilityFacilities to pay bills from account and withdraw cash→ Automatic BillPay; ATM/Debit card Access to account by telephone→Telephone bankingAccess to account by Internet→Online Banking 1 OPT ID 4 Will be startinghis Access to borrowing→Business lines of credit and own business. loansFinancing for office space→Mortgage or other loan Transactionalservices→business checking account, payroll processing, businessATM/Debit, direct deposit, business savings account

As previously discussed, certain embodiments can significantly improvethe trainee's/learner's ability to listen and comprehend what others sayand mean, and thus their listening comprehension, and can improve thelearner's short term memory. Further, certain embodiments can aidlearners in becoming more emotionally intelligent by training them tobetter understand others.

By way of example, the training system can interactively develop andenhance the learner's ability to focus, pay attention to and accuratelyrestate/paraphrase/quote/summarize what others say and mean, by playinga scenario segment and asking the learner to summarize, repeat orparaphrase what was said by one or more of the people in the scenario.The training system can also train the learner how to prioritize whatone or more of the people in the scenario (e.g., indicate that relativeimportance of what was said). Such training will also improve or sharpenthe learner's short-term memory by helping the learner to retain forlonger periods what was initially in their short-term memory. Similarly,the learner's long term memory can be enhanced. Optionally, the learnermay be instructed to, encouraged to, allowed to, and/or prohibited fromtaking notes while watching/listing to a scenario. Optionally, thetraining will aid the learner in concentrating on the more significantutterances of scenario participants when taking notes so that the notesare more useful and relevant. Thus, they learn how to prioritize whattypes of notes should be taken. Skills and memory enhancement providedby such training can be utilized in many fields, in business and inpersonal situations, by the young and the elderly.

Many people, whether in or outside of business settings, are not veryeffective listeners, and often do not listen to and respond to the givenreality presented in a conversation. Common memory deficits includedifficulties in remembering names, facts, plans, and other informationpresented during a conversion. Indeed, many people forget within a veryfew seconds much of what was said to them during a conversation.

Therefore, many managers, especially those involved in and/orresponsible for servicing customers, express a desire for an improvementin their managers' and employees' listening effectiveness. Further, manypeople would like to improve their ability to listen and retain whatthey heard in social and personal situations.

Listening effectiveness can include not only “paying attention,” butalso hearing, interpreting and truly understanding what is both said and“meant” by the speaker. As similarly discussed above, this may include“listening between the lines” and picking up subtle meanings from whatis being communicated, as well as being able to “read” the expressionsand body language, tonal expressions, and/or style (e.g., verbal style,such as a style that indicates emotion, such as anger, wistfulness,hesitancy, lack of self assurance, etc., wherein the style can includefrequent pauses, repeated phrases, high volume, rapid speech, etc.) ofthe individual/group who is being listened to, and reaching conclusionsbased upon some or all of the foregoing. Problems in listeningeffectiveness can also be reflected in a person's inability listen towhat is being communicated by another/others and then to quote and/orrestate in the person's own words what the person “believes” she or heheard.

Certain embodiments train users in improving their listening and generalcommunication effectiveness, their ability to pay attention, focus oncertain words, read between the lines, their emotional intelligence, aswell as their ability to critically analyze what has been said, toprioritize the importance of what was said, to summarize what was said,and their observational skills. Further, certain embodiments train usersin effective note taking. For example, by training users how to rememberwhat was said, prioritize what was said, and summarize what was said,users can take more accurate, shorter notes. Thus, users will have moretime to pay attention to a speaker rather than becoming distracted bythe note taking process itself.

Certain embodiments enhance a trainee's ability to accurately restatewhat has been said/meant, as such an ability will build credibility andtrust from the point of view of the “speaker” with respect to thelistener. In particular, the credibility and trustworthiness of thelistener will be enhanced, as the speaker will have evidence (in theform of the listener's ability to accurately restate what the speakerhas said and meant) that the speaker has “truly been heard”.

Often when people state something, they are not communicating what theyreally mean. If a person makes a statement, and that statement isrepeated back to them, the person would often realize that the statementfailed to communicate what was intended. Thus, by being able toaccurately restate what was literally said in a real world environment(e.g., where the trainee is speaking with a real customer and restatingwhat the customer said), to the extent that the trainee's restatementdoes not accurately reflect what the speaker meant (even if therestatement does accurately reflect what was literally said), therestatement still provides the speaker/customer with the opportunity to“correct” or clarify their prior statement as a result of hearing whatthey had said expressed by another person.

The ability to enable the speaker to correct or clarify what was saidafter hearing a restatement is particularly helpful in ensuring that thelistener does not reach incorrect conclusions based on amisunderstanding of what the speaker said and/or meant.

Further, in training a user to be able to accurately restate what isheard, the user's ability to utilize their short term memory is enhancedas is their ability to coordinate their short term memory with theirarticulation of what they have recently heard. The user's ability torestate facts, names (e.g., of people introduced at a meeting or dinnerparty), and other information is thereby significantly increased.

Thus, rather than merely telling people, such as employees, children,spouses, teachers, an interactive training system teaches users how tolisten. Example applications include but are not limited to thefollowing:

Business situations (e.g., business person listening to customer);

Social situations;

Parents listening to children;

Children listening to children;

Spouse listening to spouse;

Teacher listening to children;

Child listening to teacher;

Other social, business, education situations.

The communication comprehension techniques, processes and systemsdescribed herein can be used to teach “street smarts”. For example, auser can be trained to help a minor identify (e.g., from informationthat can be inferred from the content of a speakers communication, thespeaker's tone, verbal style, body language, etc.) and avoid orneutralize a coercive situation regarding, by way of example, drugs,sex, skipping homework, illegal activities, gangs, etc.

Users can be similarly trained to be aware of what causes arguments,hostile debates, escalation into violence, etc., identify when asituation is tending toward one or more of the foregoing, and toneutralize or avoid such escalation. By way of further example, userscan be trained to more effectively negotiate by identifying cluesprovided by a negotiating partner indicating how the partner truly feelsabout a current offer, whether the partner is frustrated, impatient,pleased, etc. By way of yet further example, users can be trained tomediate or perform conflict resolution between two or more people.

The training can include “challenging” a user after viewing at least aportion of a training segment regarding the contents of the trainingsegment. By way of example, a challenge includes one or more of thefollowing queries:

direct questions;

a request that the user summarize what was said or specified portionsthereof;

a request that the user paraphrase/restate what was said or specifiedportion thereof;

a request that the user identify and/or prioritize what was the mostimportant and/or least important communication(s) uttered by a trainingcharacter, and

provide as explanation as to why it is the most/least important, whatevidence supports the conclusion (e.g., both in terms of words andverbal style) regarding the importance level;

describe that the user thought of the style and/or word choice of thespeaker;

explain what the speaker meant, even it not directly expressed;

explain what led the user to the conclusion regarding what was meant(e.g., in terms of what the speaker said, the speaker's tone, thespeaker's body language), etc.

-   -   Example embodiments of a listening comprehension system will now        be described in greater detail. The example system will enhance        the trainee's ability to:    -   listen for and repeat back literal facts and information (e.g.,        names, numbers, directions, dates, financial amounts, future        plans, historical information, etc.), optionally in their own        words (e.g., paraphrasing); and/or    -   listen for what is meant (if not literally stated) and to        “listen (read) between the lines”, in order to enhance the        trainees ability to gain a true understanding of what the        speaker meant.

As similarly discussed above with respect to other example processes, ascenario can include a single participant (e.g., speaking in a monologuedirectly to the learner) or can include several participants conversing(e.g., in a social setting, such as at a party or dinner, at a businessmeeting, etc.). For example, a participant can be or play the part of amanager, a subordinate, a fellow employee, a customer, a prospectivecustomer, a family member, a teacher, a student, a doctor, a patient, aneighbor, a friend, an acquaintance, etc. A scenario can include one ormore avatars/animated figures, video footage of a real person, and/orcan include an audio track without a video/animation. Optionally, apre-study session (e.g., directed to key elements), such as discussedabove, is not provided.

In an example embodiment, after a scenario/communication ends, thelearner is asked to verbally state what the learner heard. For example,the learner may be asked (e.g., via a prompt provided by the systemverbally and/or via a screen display, by a facilitator, via a printedhandout/book, or otherwise) to verbally (and/or in writing) state whatthe learner believes are the key points (the more significant facts,information, etc.) expressed by the speaker(s). In addition or instead,the learner may be asked to restate/paraphrase/quote what was said inthe conversation. Optionally, the learner is asked to state the names ofthe participants mentioned during the scenario and/or other specificfactual information stated during the conversation (e.g., phone numbers,dates, etc.).

After the listener restates, paraphrases, and/or quotes what was said,some or all of the scenario/conversation that corresponds to what thelistener is restating/paraphrasing/quoting can be replayed (e.g., inresponse to facilitator and or learner instruction). This enables thelistener to hear/see how correct or incorrect therestatement/paraphrase/quote was. Further, the replay enables thefacilitator to discuss the listener's performance. Similarly, if thelistener has stated the names of scenario participants, the system candisplay images/animations/videos of the participants stating their name(or other facts) and/or with the participants' name displayed to thelistener.

As similarly discussed above with respect to other training processes(some or all of which may be combined herewith), the correct answers-keypoints are pre-programmed, stored in memory, and displayed via aterminal to the facilitator for scoring/discussion so that thefacilitator does not simply provide subjective scoring and optionallydoes not need to be previously trained in order to score the listener.Optionally, the facilitator/scorer can immediately provide the listenerwith scoring information and let the learner know how well they havedone.

By way of illustration, optionally for a givenrestated/quoted/paraphrased statement by the learner, thefacilitator/scorer asks the learner what was actually “meant” by thespeaker (e.g., based on the choice of words, verbal style (which mayindicate that the speaker means the opposite of the literal language),vocal inflections, vocal amplitude, use of sarcasm, enthusiasm,exaggeration, etc.). The facilitator can compare the learner's responsewith pre-programmed answers stored on the system and displayed to thefacilitator. The facilitator can then score the learner's response basedon how closely the learner matched the pre-programmed answers.

Optionally, the facilitator/scorer then asks the learner to state (e.g.,to verbally state) the order of importance of what they have heard fromone or more scenario participants. The facilitator/learner can thenscore the learner's ordering based on pre-programmed answers assimilarly described above. Optionally, the facilitator/scorer then asksthe learner to justify/explain this order of importance. Thefacilitator/learner can then score the learner's explanation based onpre-programmed answers as similarly described above.

Optionally, in order to emulate more closely real world conditions, ascenario is presented in relative short segments (e.g., 10 seconds to 1minute), that are complete in and of themselves, and the learner isqueried as similarly described above after a given segment. Optionally,in order to gradually increase a trainee's retention capabilities, thelength of the scenarios presented to the trainee are graduallyincreased, wherein the trainee is queried/tested after a given segment.

For example, optionally, initially, the scenarios presented to thetrainee are relatively short (e.g., 10 to 15 seconds, or 5 to 30seconds, etc.) in length, as referred to as micro-scenarios, alsoreferred to as scenario snapshots. As the learner's brain is “trained”to retain and/or better comprehend what is said during trainingscenarios, increasingly longer scenarios (e.g., 15 seconds to 1 minute,30 seconds to 5 minutes, 5 minutes to 30 minutes, etc.) are presented bythe system to the trainee to increase retention capabilities.

Scored questions can involve asking the learner to re-state what theyheard, such as:

What was said during the conversation?

What were the key elements of the conversation?

What was important to the speaker?

What did they mean by what they were saying?

Why are they telling you this information?

What was the speaker's overall style?

Optionally, after a scenario is played, the user is queried with a firstset of questions as similarly discussed above, and then after a delay,some or all of the first set of questions is repeated to further testthe trainee's retention. As similarly described above with respect toshorter-term memory training, after the trainee answers one or morequestions regarding a scenario/segment some or all of thescenario/conversation that corresponds to what the listener isrestating/paraphrasing/quoting/explaining can be replayed. Similarly, ifthe trainee has stated the names of scenario participants, the systemcan display images/animations/videos of the participants stating theirname and/or with the participants' name displayed to the trainee.

Short drills can be provided periodically (e.g., approximately every 15seconds or other interval) during a scenario conversation, wherein thetrainee is asked to restate/paraphrase/quote and then clarify what thetrainees believed was “meant” by something said during the scenario.

Optionally, a longer conversation is broken into shorter segments whichare then presented to the trainee, and the trainee is asked toparaphrase/restate/quote after each segment. Optionally, additionalquestions are provided to the trainee at the end of the entireconversation to train the trainees and assess the trainee on what theyretain after several minutes or greater amounts of time have passed.

Optionally, the trainee may take notes during a scenario for referencewhile answering questions and/or to better retain what heard. Thus,appropriate note-taking behavior will also be mastered, as well as theability to recall and restate without notes.

Optionally, the trainee is only allowed or encouraged to take notesduring scenarios of situations where it would be appropriate to takenotes in the real world (e.g., business meetings, meetings with clients,listening to a lecture, etc.) and not during scenarios of situationswhere it would be inappropriate to take notes in the real world (e.g.,dinner parties or dates).

FIG. 4C illustrates another example process. In this example process,the trainee is drilled so as to enhance the trainee's ability to retainwhat was heard, to accurately restate/paraphrase/quote what others sayand mean, by playing a scenario segment and asking the trainee certaintypes of questions.

At state 402C, the trainer/facilitator and/or user/trainee logs into thetraining system. At state 404C, a training module is selected (e.g., bythe facilitator, the trainee, or automatically by the system). Forexample, the module can relate to a situation the trainee may oftenencounter (e.g., a business or social situation). At state 406C,training instructions are displayed by the system to the facilitatorand/or the trainee (e.g., explaining what will be presented to thetrainee, what the trainee will be expected to do, how the trainee willbe scored, etc.). Optionally, a pre-study segment is provided includingmodel answers that are aligned to what the trainee is to be tested on.

At state 408C, a first module segment, including one or more speakers,is displayed to the trainee. Optionally, the first segment is relativelyshort in length. After the first segment is played, at state 410C, thetrainee is asked to verbally paraphrase/quote what was said by one ormore of the segment speakers. At state 412C, the facilitator scores thetrainee's ability to paraphrase/quote what was said by referring topreprogrammed answers displayed by the system. Optionally, thefacilitator verbally provides the score to the trainee substantiallyimmediately. Optionally, the facilitator also enters the score into thetraining system, which stores the score in memory for later reporting.

At state 414C, the trainee is asked to verbally identify/state key ormore important elements of what one or more of the speakers said. Thetrainee may also be asked why the elements are important. The trainee'sanswers should correspond with statements provided in the pre-studysegment. At state 416C, the facilitator scores the trainee's ability toidentify/state those elements by referring to preprogrammed answersdisplayed by the system. Optionally, the facilitator verbally providesthe score to the trainee substantially immediately. Optionally, buttonsor other controls are provided that when activated, cause thecorresponding pre-study segment portion to be played back. Optionally,the facilitator also enters the score into the training system, whichstores the score in memory for later reporting.

At state 418C, the trainee is asked to verbally explain what one or moreof the speakers or other segment participants meant (e.g., by readingbetween the lines, listening to tone, style, and/or by reading speakerbody language or facial expressions). At state 420C, the facilitatorscores the trainee's ability to explain what one or more of the speakersmeant by referring to preprogrammed answers displayed by the system.Optionally, the facilitator verbally provides the score to the traineesubstantially immediately. Optionally, the facilitator also enters thescore into the training system, which stores the score in memory forlater reporting.

At state 422C, the trainee is asked to verbally explain what one or moreof the speakers is trying to impart. At state 424C, the facilitatorscores the trainee's ability to explain what one or more of the speakersare trying to import by referring to preprogrammed answers displayed bythe system. Optionally, the facilitator verbally provides the score tothe trainee substantially immediately. Optionally, the facilitator alsoenters the score into the training system, which stores the score inmemory for later reporting.

At state 426C, the trainee is asked to verbally describe one or more ofthe speakers' style. At state 428C, the facilitator scores the trainee'sability to verbally describe the one or more of the speakers' style byreferring to preprogrammed answers displayed by the system. Optionally,the facilitator verbally provides the score to the trainee substantiallyimmediately. Optionally, the facilitator also enters the score into thetraining system, which stores the score in memory for later reporting.

Optionally, the segment is replayed to the trainee so that the traineecan better understand errors made by the trainee in providing theanswers/descriptions discussed above.

At state 430C, a determination is made as to whether the module has beencompleted. If it has been completed, the process proceeds to state 432C,and the system generates a test report, which may be provided(electronically and/or via a hardcopy printout) to the facilitator, thetrainee, a manager, and/or other recipient. At state 434C, the trainingends or another module is selected.

If, at state 430C, a determination is made that the module has not beencompleted, the next segment is selected (which is optionally longer thanthe proceeding segment in order to further exercise the trainee's memoryand increase the ability to effectively listen to longer conversations),and the process proceeds back to state 410C.

FIG. 4D illustrates example training processes for enhancing listeningmastery. The process begins at state 400D, and the trainee and/ortrainer log into the training system. At state 401D, the system displaysa welcome screen. The system receives a selection of a training modulefrom a menu of training modules. For example, the different trainingmodules may relate to different subject matter. Optionally the systemprovides a description of the corresponding training objectives (relatedto listening mastery) and a description of the training module. A userinterface is displayed via which the trainee and/or trainer (which maybe a peer) optionally selects a peer type (where the learner and/orpartner indicates who their “learning partner” is for the session—apeer, their supervisor, someone whose principal job function istraining, etc.).

At state 402D, a user interface is presented via which thetrainee/trainer can instruct the system to display a tutorial for thelearner/trainee. If an instruction is provided to launch the learnertutorial, the process proceeds to state 404D and the learner tutorial islaunched and displayed by the system to the trainee (e.g., explainingwhat will be presented to the trainee, what the trainee will be expectedto do, how the trainee will be scored, etc.). Otherwise, the processproceeds to state 406D.

At state 406D, a user interface is presented via which the trainer caninstruct the system to display a tutorial for the trainer. If aninstruction is provided to launch the tutorial, the process proceeds tostate 408D and the trainer tutorial is launched (e.g., explaining whatwill be presented to the trainee, what the trainee will be expected todo, and how the facilitator should score the trainee, etc.). Otherwise,the process proceeds to state 410D.

At state 410D optionally a pre-study session is conducted, wherein avariety of pre-study user interfaces are displayed. The pre-studysession can, for example, provide general information regarding productsor services that will be discussed during the training scenario. Thepre-study session optionally includes text, graphics, videos, and/oranimations. Optionally, the system is configured to print some or all ofthe pre-study materials (automatically, or in response to an instructionby the trainee and/or trainer) for review by the trainee and/or trainer.

At state 412D, a user interface is presented via which thetrainer/trainee can instruct the system to play a selected entireconversation (e.g., from a menu of conversations) or predefined segmentsthereof. The user interface also provides a menu of selectable challengeareas.

If an instruction is provided to play a selected conversation or asegment thereof (e.g., a relatively short segment, such as oneapproximately less than 30 seconds or 15 seconds in length, or shorteror longer), then at state 414D, the selected conversation or segment isplayed/displayed to the trainee (e.g., including video, animation,audio, and/or text). The process then proceeds back to state 412D, whereanother conversation can be selected.

If, at state 412D, a challenge area was selected, the process proceedsto state 416D, where, optionally, a user interface provides a replay ofa selected scenario section and/or additional information prior topresenting the challenge. By way of example, a description may beprovided explaining the context of the scenario (e.g., a careercounselor with be discussing career recommendations with a student, or abank customer is establishing a new account, etc.). The information maybe presented using text, graphics, videos, and/or animations.Optionally, the system is configured to print some or all of the content(automatically, or in response to an instruction by the trainee and/ortrainer) for review by the trainee and/or trainer. At state 418D, achallenge is presented. The trainee is asked (by the facilitator and/orthe system) to verbally state in a literal fashion, optionally using thethird person, what was said in a portion of the conversation by one ormore of the segment speakers. For example, the challenge may be a directquestion regarding what the speaker said (e.g., where does he live, howmany children does he have, what services or products he is looking for,when did he move, etc.). Optionally, in addition or instead, the traineeis instead or in addition asked to verbally paraphrase/summarize whatwas said (e.g., using sentences), what was meant, why the trainee thinksthat is what was meant (e.g., provide evidence of what was meant), inwords, sentences, etc. Optionally, the system will ask a series ofdirect questions.

At state 420D, a scoring user interface is displayed. In this example,the answer(s) (corresponding to the challenge) are displayed withassociated check boxes. The trainer checks off each challenge thetrainee correctly responded to, which are then stored in computerreadable memory.

At state 422D, a determination is made as to whether a follow-upquestion it to be asked. For example, a follow-up question may relate toidentifying evidence that was presented during the conversation (e.g.,by one or more speaker's use of words and/or verbal style) that supportsthe trainee's answer. If there are follow-up questions, the processproceeds to state 424D, where the follow-up questions are asked. Atstate 426D, a scoring user interface is displayed. In this example, theanswer(s) (corresponding to the follow-up questions) are displayed withassociated check boxes. The trainer checks off each question the traineecorrectly responded to, which are then stored in computer readablememory.

At state 428D, a determination is made as to whether there areadditional follow-up questions, and if so, the process proceeds back tostate 420D. Otherwise, the process proceeds to state 430D, and adetermination are made as to whether there are additional challenges tonavigate, and if so, the process proceeds back to state 416D. Otherwise,the process proceeds to state 432D, and the scores and/or a summarythereof (e.g., a grade score or overall point score) are calculated andpresented with respect to the conversation or segment challengespresented during the process. The process then proceeds back to state412D. If, at state 412D a determination is made that the challenges havebeen completed, a “total score” user interface is presented. Whenactivate, the “total score” user interface causes the process to proceedto state 434D. At state 434D, the score total(s) and/or a summarythereof (e.g., a grade score or overall point score) is calculated andpresented with respect to all of the segment challenges presented duringthe process. At state 436D, the process ends.

The following is an example illustrative “script” of a listening masterymodule, including questions (e.g., direct questions regardinginformation explicitly stated by a customer and questions regardingmeaning, paraphrasing, and conclusions with respect to the customer'sstatements), for the trainee and answers which can be used by thetrainer in scoring the trainee:

Direct Questions Part 1

1. Listen to the Female Client Monologue:

Well, I'm moving here with my family. (normal)

I currently bank with ABC Bank back home in England. My entire familyhas banked with ABC bank for decades, but it does not seem like they area big player here . . . (wistfully)

So I'm considering this bank. I'm also looking for office space aroundthis area . . . so this would be the most convenient branch to do mostof my banking with. (emphasize the convenience of the bank location)

2. Answer these questions:

a. What is the Prospect looking for?

Correct Answers:

-   -   i) The prospect is looking for office space;    -   ii) The prospect is looking for a bank.        b. Where is the prospect from?

Correct Answer:

-   -   i) The prospect is from York        c. How long has the prospect's family banked with ABC Bank?

Correct Answer:

-   -   i) The prospect's family has been banking with ABC Bank for        decades.        d. Why is the prospect considering the bank she is conversing        with?

Correct Answer:

-   -   i) The prospect is considering this bank because it is        convenient,        B. Direct Questions Part 2        3. Listen to the Female Client Monologue:        Our home will be in the King's Way area. We just put in an offer        on a house there. We fell in love with it immediately.        It's a gorgeous area. My daughter and I are moving out here        because of my husband's travel business. His business has found        room to expand in the London area, so we're all following him.        For me . . . it won't make a difference as far as my company is        concerned. (sounds insecure)        My business is pretty virtual. I have four designers working for        me back in Northeast England, up in York, so I can work from        anywhere. Our specialty is layout design and fixturing. My        clients are Marks and Spencer, Sainsbury, and so on. We look at        our retail customers' buying patterns and then try to help them        adapt to their trends.        I have noticed that the trends in King's way and this area of        the country are different than in Northeast England. Maybe it's        the difference in climate. (sounds concerned)        4. Answer the following questions:        a. What is the prospect's husband's business?

Correct Answer:

-   -   i) The prospect's husband is in the travel business.        b. Why are the prospect and her family moving to London?

Correct Answer:

-   -   i) The prospect's business is expanding        c. What is the prospect's specialty?

Correct Answer:

-   -   i) the prospect's specialty is layout design and fixturing        d. Where can the prospect work and why?        Correct Answers:    -   i) the prospect can work anywhere    -   ii) The prospect's business is virtual        e. Who are the prospect's clients?

Correct Answer:

-   -   i) The prospect's clients include Marks and Spencer, Sainsbury,        and others        f. Specifically, what does the prospect's company do?

Correct Answer:

-   -   i) The prospect's company looks at retail customer's buying        patterns and helps its clients adapt accordingly        g. What has the prospect and her husband done with respect to        their move?

Correct Answer:

-   -   i) They have put an offer on a house in King's Way        h. Where are the prospect's employees located?

Correct Answer:

-   -   i) The prospect's employees are in the Northeast.        C. Direct Questions Part 3        5. Listen to the Female Client Monologue:        I've looked at several banks today. I noticed your bank has the        most branches around.        I also noticed that you offer a 4 percent interest bearing        current account. That's pretty good for a current account.        (sounds a little too casual—downplay this)        I wouldn't mind opening that up today; can I do that over the        phone?        6. Answer the following questions:        a. What is the prospect's objective with respect to this bank?

Correct Answer:

-   -   i) The prospect is attempting to open a current account        D. Meaning, Paraphrasing, and Conclusion Questions        7. Listen to the Female Client Monologue:        I currently bank with ABC Bank back home in England. My entire        family has banked with ABC bank for decades, but it does not        seem like they are a big player here . . .        So I'm considering this bank.        8. Answer the following questions:        a. What do you think she meant?

Correct Answer:

-   -   i) the prospect is expressing loyalty to ABC Bank;    -   ii) The prospects wishes ABC Bank had branches in this area        b. What led you to believe that the prospect was expressing        loyalty?

Correct Answers:

-   -   i) Words: “Our entire family has banked with ABC Bank for        decades;    -   ii) Verbal Style: the prospect sounded wistful        c. What led you to the conclusion in a-ii? Words: but it does        not seem like they are a big player here        9. Listen to the Female Client Monologue:        We look at our retail customers' buying patterns and then try to        help them adapt to their trends. I have noticed that the trends        in King's way and this area of the country are different than in        Northeast England. Maybe it's the difference in climate.        10. Answer the following questions:        a. What do you think the prospect meant?

Correct Answer:

-   -   i) The prospect does not have expertise in this area of the        country; initially, she it not quite sure she will be effective        in the London marketplace.        b. What led you to your conclusion?

Correct Answer:

-   -   i) Words: I have noticed that the trends in King's way and this        area of the country are different than in Northeast England.        Maybe it's the difference in climate. Verbal style: the prospect        sounded concerned.        11. Answer the following question:        Based upon information from the entire conversation,        paraphrase/restate in the first person the three reasons why she        is considering opening an account at this bank and at this        branch.

Correct Answer:

-   -   i) You said this would be the most convenient branch to do the        majority of your banking; you noticed that this branch had the        most branches in the area; you liked the 4% interest bearing        checking account.        12. Answer the following questions:        a. Based on the paraphrased responses, which of these is least        important to the prospect?

Correct Answer:

-   -   i) Least important: 4% interest bearing current account        b. What led you to this conclusion?

Correct Answer:

-   -   i) Words: she said 4% was Ok for a current account;    -   ii) Verbal style: de-emphasized the current account;    -   iii) Verbal style: Emphasized the convenience of the branch        location.

Optionally, a series of listening modules may be assembled into aspecific set of concentration. As a trainee completes the set with noerrors, and can verbally respond correctly to each and every challengepresented in the set, the system will generate a “certificate ofmastery” (e.g., an indication stored in a database and/or a printedcertification) for the area of concentration. The trainee can bedesignated a Listening Master (or other such title, such performancemaster, opportunity master, product master, etc.) in that discipline orarea and optionally may act as a trainer in that area to others.

Thus, certain embodiments described herein can be used to teach peopleto enhance their performance with respect to a variety of skills byenhancing their listening comprehension, learning comprehension and/ormemory retention of what is heard and meant, as well as how to utilizethe information thus obtained.

Certain embodiments further enhance a user's communications abilitieswith respect general speaking, public speaking, debating, convincing,persuading and other proactive verbalizations. Embodiments describedherein are used to enable and/or train users to recognize correct andincorrect verbal communication techniques of others (e.g., in wordchoice, style, etc.) and related visual issues, to thereby improve theirown communication techniques and reduce/eliminate similar errors.

Certain embodiments have a segment presented with one or more speakers,and the user is asked to identify and/or explain what worked or did notwork with respect to how a speaker communicated, correct and incorrecttechniques and/or styles of one or more speakers, why it is important tochange a technique or style, how a verbal communication should haveproperly been performed, etc.

Certain example embodiments sequentially present at least two versionsof the same communication, also referred to as parallel avatarprocesses. By way of example, the system can present (in two or moresegment presentations) one or more speakers (which can be real people,human actors, or animated characters/avatars) expressing the sameliteral information using the same words but with different tones, bodylanguage, clothing and/or hair styling. This enables the user to judgethe affect verbal tone, body language, clothing and/or hair styling canhave on a speaker's verbal communications with a listener. Optionally,the system can present two presentations where the same speaker usesdifferent words, but with the same appearance and verbal style so thatthe user can judge the effect of words, without being influenced bydifferences the speaker's appearance or verbal style. Optionally, thesystem can present two presentations where two different speakers arecommunicating the same information using different words, with differentappearances and/or verbal styles. Further, by observing the speaker(e.g., the speaker's body language, clothing, hair), and the effect thespeaker's body language, clothing, hair, etc. can have on a listener andon what is communicated to the listener, the user's observational skillsare trained and enhanced. By way of further example, multiplepresentations with speakers having different appearances can also beused to train and enhance the user's observational skills

The user may be asked to identify and/or explain what worked or did notwork with respect to how a speaker communicated, correct and incorrecttechniques and/or styles of one or more speakers, why it is important tochange a technique or style, how a verbal communication should haveproperly been performed, etc. The user may be asked to contrast theversions, and to identify explain why the tone, body language, clothingand/or hair styling of one speaker was more effective in communicatingthe same information than that of the other speaker.

In addition or instead, the system can present (in two or more segmentpresentations) a speaker (or speakers) having in each segment the sametone, body language, clothing and/or hair styling, expressing the sameliteral content, but using different words. This enables the user tojudge the effect word choice can have on a speaker's verbalcommunications with a listener. As similarly described above, the usermay be asked to identify and/or explain what worked or did not work withrespect to how a speaker communicated, correct and incorrect wordchoices/techniques of one or more speakers, why it is important tochange a word choice, how a verbal communication should have properlybeen performed, etc. The user may be asked to contrast the versions, andto identify explain why the word choice of one speaker was moreeffective in communicating the same information than that of the otherspeaker.

An example process for enhancing expressive communication will now beexplained in greater detail by way of illustration and not limitation.

A pre-study session concerning key or important elements of verballyexpressive communication is optionally provided. Typical communicationproblems are identified, such as poorly organized communications,confusing priorities, inappropriate redundancies, contradictingstatements, flip-flopping (changing of positions), hesitations and style(mumbling, aggressive tone, insincere tone, flippant tone, sarcastictone, dismissive tone, etc.) that can adversely affect a listener'sconfidence in the speaker, general style issues, etc. The pre-studysession may be aligned with the training and testing to follow.Guideline/example language may be provided that is to be used inappropriate situations. For example, examples of certain types ofgreetings, certain types of information gathering questions, certaintypes of product or service descriptions may be provided.

One or more scenarios (which may be short or long in length) using oneor more speaking human/avatar participants. The subject matter may ormay not be of specific relevance to the user. For example, the subjectmatter and the speaker may be related to a person's employment (e.g.,the speaker may be a bank representative and the subject may befinancial services) so as to be relevant to user's everyday tasks, orthe subject matter may be unrelated to the user's employment so that theuser can focus on style, body language, word choice, and so on, withoutbeing distracted by the subject matter itself or worrying about the needto repeat the subject matter.

The user may optionally be challenged/queried and asked to verballyprovide some or all of the following:

-   -   identification of correct technique implementations in        conversations (e.g., techniques that enhanced the persuasiveness        of the verbal communication);    -   identification of technique errors in conversations;    -   identification of why it is important or critical to correct the        errors;    -   guideline language error-corrections;    -   identification of correct style implementations;    -   identification of incorrect style implementations;    -   identification of appearance and/or grooming issues that detract        from the verbal communication persuasiveness (e.g., clothing,        hair style, makeup, jewelry, glass style, etc.);    -   identification of appearance and/or grooming issues that enhance        the verbal communication persuasiveness;    -   an explanation as to whether or not the communication was        persuasive, effective, and/or clear as a whole, and whether the        user would have been influenced by the communication and how.

The user's responses are optionally recorded (e.g., using voicerecording, text to speech, or by manually transcribing the response(e.g., by typing it in via a keyboard)) and storing the responses incomputer memory and/or on paper). A trainer, peer, and/or the user maythen visually reference correct answers (e.g., stored on and presentedby the training system), the user's response, and proceed to score/gradethe user. The score/grade can then be stored in computer memory and/orelsewhere and provided to the user or other appropriate person.

An embodiment utilizing different forms of communicating the same mainsubstantive content, so that the user can compare and contrast thedifferent forms of communication and their impact, will now bedescribed. The communications may be in the form of product and/orservice presentations, or may be related to other subject matter.

In an example process, the same person/avatar is used in two (or more)different pre-recorded presentations to communicate certain information.The use of the same person/avatar in the two (or more) presentations canbe used to eliminate variables that may cause the user to judge thecommunication based on the physical appearance of the speaker.

The presentations can be purpose-scripted and built for training or canbe actual speeches (or portions thereof) or other verbalizations ofpublic figures, politicians, military leaders, academics, debaters, wellknown speakers, etc.

Optionally, in each of the two presentations, the same speaker uses thesame words (also referred to herein as the same script even if notoriginally scripted) with different styles (e.g., confident, hesitant,fast talker, deliberate/slow speaker), so that the user can focus on thedifferences in verbal style used in the communication. For example, aconfident speaker tends not to use non-words of hesitation (such as “uh”or “um”) and tends not to continuously pause (e.g., does not pause for 1or 2 seconds in the middle of a sentence) while searching for a word touse. Thus, for example, a confidant speaker may use non-words ofhesitation less than a certain about of times per a given time period(e.g., on the average, less than once every 30 seconds, less than once aminute, less than once every two minutes, etc.). A hesitant speaker, bycontrast will tend to often use non-words (e.g., on the average, morethan once every 30 seconds, minute, or other specified time period), andwill often pause in the middle of a sentence (e.g. for a second or two,on the average, less than once every 30 seconds, less than once aminute), while searching for a word. Hesitant speakers often tend tomumble, fidget, and/or repeat themselves.

For example, two “speeches” (e.g., 30 seconds or other length) aredelivered by the same speaker. The user is then challenged regarding theimpact of the two versions, the specifics of why the impact wasdifferent, and how the less effective communicator could correct theirverbal communication style. Optionally, the user is questioned aftereach of the two speeches regarding each speech in isolation, assimilarly described above, rather than just by contrasting the twospeeches. The user is optionally asked to identify and/or explain whatworked or did not work with respect to how a speaker communicated,correct and incorrect word choices/techniques of one or more speakers,why it is important to change a word choice, how a verbal communicationshould have properly been performed, etc.

The user can then be scored using one or more of the scoring processesdiscussed above.

In addition or instead, an example process is used, wherein the sameperson/avatar (also referred to as the speaker) is used in two (or more)different pre-recorded presentations to communicate certain information.The speaker uses the same verbal tone and style in each presentation,but uses different words to express the same information. The use of thesame person/avatar in the two (or more) presentations using the samestyle and tone can be used to eliminate variables that may cause theuser to judge the communication based on physical appearance and tone,and allows the user to focus on the effect of word choices. As similarlydescribed above, the presentations can be purpose-scripted and built fortraining or can be actual speeches.

For example, two “speeches” (e.g., 30 seconds or other length) aredelivered by the same speaker using the same style and tone butdifferent words. The user is then challenged regarding the impact of thetwo versions, the specifics of why the impact was different, and how theless effective communicator could correct their word choices. The usercan be asked to identify confusing words and phrases, words thatminimize or enhance the important of certain subject matterinappropriately, words that enhance or detract from the trustworthinessof what is said (e.g., evasive words, ambiguous words, etc.), poorlyorganized communications, confusing priorities, inappropriateredundancies, and so on.

The user can then be scored using one or more of the scoring processesdiscussed above.

In addition or instead, an example process is used similar to thosediscussed above, wherein the same person/avatar (also referred to as thespeaker) is used in two (or more) different pre-recorded presentationsto communicate certain information, but there are changes in both wordsand style/tone, even though substantially the same main content is beingverbally provided. The user can be questioned as similarly discussedabove with respect to word choices and style, and how the forging affectthe clarity and impact of the presentation. The user can then be scoredusing one or more of the scoring processes discussed above.

In other embodiments two or more presentations can be provided, whereinone or more of the following elements can be held constant, and one ormore elements can be varied.

Words

Verbal Style and Tone

Body language (hunched over, standing straight, standing/sitting,fidgeting, hands on table, hands in lap, hands clasped together, shrugs,eyes directed to listener, eyes averted or darting, standing in oneplace, moving around, shuffling feet, etc.)

Hair cut (e.g., long/short/traditional/out of the mainstream)

Hair coloring (natural looking, unnatural color, uneven dye,red/black/brown/purple, etc.)

Glasses (presence/absence/style)

Clothing (e.g., formality of clothing(tie/jacket/suit/sweatshirt/t-shirt/skirt/dress/pant suit, out of themainstream etc.), color of clothing, condition of clothing(presses/rumpled/ragged/etc.))

Jewelry (e.g., ring/necklace/ankle bracelet/earrings/nose ring/use ofstuds/use of body piercings)

Tattoos

Accents

This enables the training process to isolate one or more speakercharacteristics to that a user can focus on the affects of thosecharacteristics and be questioned regarding the impact of the one ormore changed element, and scored as similarly discussed above.

For example, in order to demonstrate the effect speaker clothing canhave on a listener, all the foregoing elements may be held constant intwo different presentations, except the clothing can be altered, wherein the first presentation the speaker is dressed formally (e.g., wearinga suit), and in the second presentation the speaker is dressedinformally (e.g., wearing a colored t-shirt and jeans). The user canthen be questioned as to the effect the clothing change had on theimpact or trustworthiness of the speaker's communication, as similarlydescribed above.

Optionally, different people (real or in the form of avatars) speakingon the same or different subjects using the same or different languageand/or styles are presented. The user is asked to compare and/orcontrast the styles, language, and/or the resultant effect of thedifferent speakers.

Optionally, a user interface is provided via which the user and/ortrainer can specify which element is to be held constant, which elementis to be changed, and how. For example, a menu of differentpeople/avatars. appearance elements (e.g., hair styles, makeup, glasses,shirt, top, pants, skirt, dress, shoes, jewelry, etc.), speaking styles(e.g., confident, aggressive, low key, quiet, etc.), body language style(rigid, hunched, loose, etc.), and/or scripts are optionally presentedto the user, trainer, administrator and/or other entity via which theelements to be used in different presentation versions can be defined.Thus, one or more of people, appearance, speaking styles, and scriptscan be varied from presentation to presentations.

Referring now to FIG. 4E, At state 402E, the trainer/facilitator and/oruser/trainee logs into the training system. At state 404E, a trainingmodule is selected (e.g., by the facilitator, the trainee, orautomatically by the system). For example, the module can relate to asituation the trainee may often encounter (e.g., a business or socialsituation). At state 406E, training instructions are displayed by thesystem to the facilitator and/or the trainee (e.g., explaining what willbe presented to the trainee, what the trainee will be expected to do,how the trainee will be scored, etc.). Optionally, a pre-study segmentis provided including model answers that are aligned to what the traineeis to be tested on.

At state 408E, a first version of module segment, including one or morespeakers, is displayed to the trainee. Optionally, the first segment isrelatively short in length. At state 410E, the trainee is optionallyasked to verbally perform some or all of the following and/or additionalor different acts:

-   -   identify correct technique implementations in conversations        (e.g., techniques that enhanced the persuasiveness of the verbal        communication);    -   identify technique errors in conversations;    -   identify why it is important or critical to correct the errors;    -   provide guideline language error-corrections;    -   identify correct style implementations;    -   identify incorrect style implementations;    -   identify appearance and/or grooming issues that detract from the        verbal communication persuasiveness (e.g., clothing, hair style,        makeup, jewelry, glass style, etc.);    -   identify appearance and/or grooming issues that enhance the        verbal communication persuasiveness;    -   explain whether or not the communication was persuasive,        effective, and/or clear as a whole, and whether the user would        have been influenced by the communication and how.

At state 412E, the trainee's answers are received and scored, with thescore being stored in system memory.

At state 414E, optionally a second version of module segment isdisplayed to the trainee. At least one element is the same as in thefirst version (e.g., script, verbal style, clothing etc.) and at leastone element is changed (e.g., script, verbal style, clothing etc.). Thechanged element(s) are optionally selected so that the trainee canbetter understand the effect those element(s) can have on a listener'sperception of the speaker and what the speaker is communicating. Atstate 416E, the trainee is optionally asked one or more questions assimilarly described above with respect to state 410E.

At state 418E, the trainee's answers are received and scored, with thescore being stored in system memory.

At state 420E, the trainee is optionally asked to verbally compare andcontrast the two versions. For example, the trainee may be askedregarding the impact of the communications being provided in the twoversions, the specifics of why the impact was different, and how theless effective communicator could improve their performance, etc. Atstate 422E, the trainee's answers are received and scored, with thescore being stored in system memory.

At state 424E, the process ends, or optionally the process can return tostate 408E, and optionally at least one elements is held constant and atleast one element is changed.

Thus, with respect to the example embodiments described above, certainpreferred embodiments provide for verbal questions and verbal, free formanswers. Thus, real-world interactions are more closely emulated (ascompared to simple multiple choice/true-false testing), thereby enablinga user to better transfer learned skills to a real world environment,where the trainee interacts with people in a verbal, free formenvironment.

Still further, certain example preferred embodiments utilize afacilitator who can provide immediate feedback to the trainee.Optionally, the training system provides the facilitator withpreprogrammed answers so that the facilitator can be relativelyuntrained. The presence of a human facilitator can provide positiveemotional tension for the trainee, which can further enhance theretention of skills. Certain embodiments enhance listeningcomprehension.

Certain embodiments of the systems and processes disclosed hereinaddress the problem of the inability of individuals to convert data intoproper solutions/recommendations/sales, etc.

By way of explanation, individuals and/or organizations may be able togather data, but unless they convert this data into practical outcomes,it is merely information for information's sake without a practicalresult. The presumption that if people acquire data, they will know whatto do with that data is typically erroneous.

Furthermore, digitalized data has the capacity to be data mined so thatautomated recommendations can be made through various technologies.Unfortunately, data that is acquired verbally does not usually becomedigitalized so that it can be automatically “converted” into recommendedoutcomes/solutions. Additionally, even if it was, individuals and/ororganizations often do not have this technology readily available,especially in venues where technology is not present.

Therefore, it is necessary for individuals to be able to convert datathat they acquire verbally into proper recommendations/solutions.Furthermore, this also applies to data that is in written and/or digitaland/or video/audiotape form, and for that matter, other forms that ispresented to an individual who is supposed to convert this informationto actionable ideas.

In fields such as financial services, most individuals, and especiallypart-time individuals, and/or in organizations with high turnover, thereis an exposure to “symptoms” (e.g., data regarding a customer/prospect),but little time is spent on learning, and especially embedding,diagnosis and/or treatment recommendations. Also, conventionally thereis not a mechanism for consistent repetition, drilling and reinforcementof symptom identification, proper diagnosis and treatmentrecommendations.

While financial planning software does exist, it is rarely used withrespect to verbal interactions (e.g., with a customer/prospect) wherenew and/or additional information is acquired from customers and/orprospects. Furthermore, with respect to creating credibility in the eyesof a customer and/or prospect with respect to the individual that theyare dealing with, if that individual cannot provide verbal responses,relatively rapidly and logically, credibility falls, as will sales andbrand perception regarding the organization that that individual may beaffiliated with.

The same principle applies to non-business situations. For example, itcould apply to data/information that is gathered in consumer situations,including those between spouses/significant others, family members,etc., that require the individual(s) and/or groups of individuals whoare receiving the information to be able to know what to do with theinformation.

Additionally, approaches are not currently available that provide asystematic methodology for “if/then” knowledge acquisition and therepetition and drilling of this knowledge, for embedding and continuousimprovement purposes as disclosed herein.

Furthermore, conventional systems do enable “modules” to be added inthis regard that are built based upon relevant current needs and/or allneeds, and that could be accessed rapidly in an expandable learningmanagement system database.

Also, when individuals know that they are not knowledgeable inparticular areas, not only will their confidence be reduced and resultsof interactions be diminished, but their willingness to engage indiscussions where they “know that they don't know” will also be reduced.For example, in business settings, individuals may avoid engaging indiscussions that could put them into “intellectual harm's way” and thusreduce their capacity to sell, service, etc. Additionally in thisregard, if individuals lack confidence and/or because they don't havethe correct answers, the turnover of these individuals in anorganization is increased. The opposite is also true. If theseindividuals feel confident because they are competent and/or becausethey generate better results because they know what to do with data,they are less likely to quit within a particular job family. This alsoholds true in the consumer marketplace and social situations where whenpeople feel less effective, they engage less frequently and/or disengageand/or don't participate at all. This principle applies within theeducational marketplace as well.

Therefore, certain embodiments optionally provide an automated “casehistory” approach to learning in this regard, including, but is notlimited to, some or all of the following:

1. The ability to code “data cases” in a format that is relevant to theindividual and/or user. For example, with respect to a bank, itoptionally provides a data screen field which would show what theindividual currently has with respect to financial products and servicesat the bank, and also screens that display additional informationgathered and verbally reported in a format that reflects informationthat may or may not be available on the bank's database. This additionalinformation can be, but is not limited to, customer/prospect needs andproducts and services they have at other financial institutions.Optionally, the data screens can be actual or emulated data screenscorresponding to applications actually used when dealing with a customer(e.g., CRM data screens, account data screens, etc.).

2. The ability for learners to access this data and optionally print outthis data, which represents the information upon which they will have toidentify needs, produce recommendations and/or solutions.

3. This data is optionally segmented into mini and/or micro categoriesfor focus and time management reasons. Thus, the user and/ororganization can optionally select full cases or sub-sections ofimportance.

4. Once the user has reviewed the case information, they then proceed tothe recommendations section where they are to answer questions basedupon the case information.

As similarly discussed above with respect to certain embodiments, theuser's responses are verbal, and these verbal responses are made priorto the users being exposed to the corresponding answers. Thus, again, itis based upon unprompted real knowledge acquisition versus thesignificantly less effective approach of prompted multiple choice and/ortrue-false answering.

5. Optionally, the user is to answer questions in several categories,including some or all of the following or different categories:

-   -   i. To identify stated and unstated needs, opportunities,        challenges, problems, etc., embedded in the case data.        -   Thus, users need to learn to not only identify obvious            needs, opportunities, challenges, problems, etc., but to            also identify those that are not clear, subtle and/or            optionally those that they anticipate may occur in the            future, but are not directly stated in the case data.    -   ii. For each identification of the above, the trainee is then        queried on the proper recommendations, solutions, etc.    -   iii. Thereafter, the trainee is asked to justify the        recommendations, solutions, etc., that they provided based at        least in part on case data.        -   This third question category assures that the users are not            merely guessing, but instead that they grasp the rationale            for their answers.        -   By undergoing such training, the skills learned will not            only provide trainees with a greater sense of confidence,            but by communicating this confidence via verbal answers,            their credibility will be enhanced and the odds of            individuals listening to the recommendations, et al., and            the credibility for these recommendations, et al, will be            significantly enhanced.

6. As similarly discussed elsewhere herein, users are optionally scoredand/or micro scored in each category in which they are tested, and afinal score is provided at the end of the module.

7. Additionally, the automated “case history” process optionallyincorporates some or all of the other aspects of other embodimentsdescribed herein.

Thus, as will be described with reference to the figures, previouslycaptured data, (e.g., including data obtained electronically bymonitoring transactions associated with a customer and stored in adatabase, and verbal data obtained via a conversation with a customer,or a simulation of the foregoing) will be presented to the trainee. Thissimulates a real world environment where a customer service person(e.g., a banker), after meeting with a customer, reviews informationobtain via a conversation with the customer and further reviews otherdata obtained from a database (e.g., a CRM or account database), inorder to determine what goods, services, solutions, etc., would beappropriate to recommend to the customer. The foregoing example will bein the context of a customer of a financial institution (e.g., a bank),but other contexts can be used as well (e.g., medical, legal, education,family oriented contexts).

An initial display of assumptions may be presented to the trainee whichinstructs the trainee regarding the training session and informs thetrainee what to expect. The case context is then provided. For example,the case context may provide a general description of the customer(e.g., a business of a certain size, how long the customer has been aclient) and a description of the interaction with the customer (e.g.,the stated interests or desires of the customer).

Next, a data screen is presented that optionally simulates/mimics a datascreen of a CRM system or other system that the trainee uses inperforming such tasks in the “real world”. The data screen may providesuch information as the customer name (which, if a business, may be thebusiness name), the business principals, the type of business entity,date various accounts were opened, account balances, etc. The datascreen may include a plurality of data fields (client name, checkingaccount balance, savings account balance, etc.), with corresponding datafield names (e.g., “client name”, “checking account balance”, “savingsaccount balance”, and/or verbally reported data, etc.).

Next information gathered via a conversation with the client ispresented (or that mimics or simulates information gathered via aconversation). Optionally, the presentation of such information can beformatted so as to appear to be notes taken during the conversation(e.g., handwritten or typed notes), rather than presented via multiplepre-formatted data fields, wherein the data is retrieved fromcorresponding database fields. For example, the notes can be free formin nature, optionally with spelling errors, optionally, using one ormore complete and/or incomplete sentences, and/or missing punctuation.

Such information can include additional information about the customerbusiness (e.g., the line of business, how long they have been operating,their gross annual sales, their net income, their outstanding accountsreceivable, the number of full time and part time employees, theirmanagement structure, information regarding their capital and rentedassets and real estate, etc.), their future plans (e.g., plannedpurchases and/or rentals of real estate (e.g., build a new office andwarehouse space), vehicles (e.g., purchase 4 new trucks), real estate,etc.), etc. Other types of information may relate to outstanding loanbalances, lines of credit, savings account balances, checking accountbalances, investment account balances, retirement balances, insurance,use of cash and tax management products or services, etc. The foregoinginformation many relate to accounts at the trainee's place of employmentor at or at other institutions. Still other types of information mayrelate to customer requests for advice, customer satisfaction withrespect to services/products currently being utilized, and serviceneeds. Similar information may be gathered with respect to the personalfinancial and need information of the person representing or acting as acustomer agent. Optionally, the trainee can print out some or all of theforegoing information for reference during the question portion of thetraining.

Once the trainee has reviewed the information, the trainee (orfacilitator) may select a test field (e.g., financing, cash management,investment and savings, retirement plans, insurance and risk management,tax management, advice, personal needs, employee services, serviceneeds, educational needs, or other types of information where needs arestated or can be inferred and recommendations, actions, products, and/orservices can be identified that respond to such needs, etc.).

With respect to the selected the test field, the trainee will be askedto verbalize stated and/or unstated needs of the customer related to theselected field (e.g., if the selected field is “financing” the traineewill be asked to verbalize and stated or inferred financing need of thecustomer). The facilitator will then score the trainee's answer. Forexample, a scoring form is presented that lists the relevantopportunities and the facilitator will check off (e.g., via a checkfield) the needs correctly identified by the trainee (e.g., purchasefour new trucks). The trainee will then be asked to recommend a productor service that fulfills one of the needs (e.g., vehicle term loan fornew trucks). The trainee will then be asked to explain why therecommendation is appropriate for the customer (e.g., vehicle loansshould be paid over the expected life of the vehicles) and thefacilitator will provide an indication via a scoring form that displaysthe correct answer as to whether the trainee provided a correct answer.The foregoing process may be repeated for each identified need. Otherexample needs and recommendations may relate to a need for investmentsand a recommendation of a type of investment, a need for a line ofcredit and a credit line recommendation, a need for a free checkingaccount and a checking account-type recommendation, a need for amortgage and a mortgage product recommendation, etc.

If the trainee failed to identify certain needs, the facilitator mayidentify the missed needs to the trainee, who will then still be askedto provide recommendations with respect to fulfilling the needs, and toexplain why the recommendations are appropriate. Similarly, if thetrainee failed to correctly provide a recommendation, the facilitatormay identify the missed recommendation, and the trainee will be asked toexplain why the recommendations are appropriate

A scoring report is generated that reports how many stated needs thetrainee correctly identified, how many unstated needs the traineecorrectly identified, how many appropriate associatedproduct/service/solution/recommendation the trainee identified, how manyappropriate recommendations explanations the trainee provided, how manytimes the trainee identified appropriate advice to provide the customer.

FIG. 4N illustrates an example processing using a case history approach.The process begins at state 400N, and the trainee and/or trainer loginto the training system. At state 402N, the system displays a welcomescreen. The system receives a selection of a training module from a menuof training modules. For example, the different training modules mayrelate to different subject matter. Optionally the system provides adescription of the corresponding training objectives and a descriptionof the training module. A user interface is displayed via which thetrainee and/or trainer (which may be a peer) optionally selects a peertype (where the learner and/or partner indicates who their “learningpartner” is for the session—a peer, their supervisor, someone whoseprincipal job function is training, etc.).

At state 404N, a user interface is presented via which thetrainee/trainer can instruct the system to display a tutorial for thelearner/trainee. If an instruction is provided to launch the learnertutorial, the process proceeds to state 406N and the learner tutorial islaunched and displayed by the system to the trainee (e.g., explainingwhat will be presented to the trainee, what the trainee will be expectedto do, how the trainee will be scored, etc.). Otherwise, the processproceeds to state 408N.

At state 408N, a user interface is presented via which the trainer caninstruct the system to display a tutorial for the trainer. If aninstruction is provided to launch the tutorial, the process proceeds tostate 410N and the trainer tutorial is launched (e.g., explaining whatwill be presented to the trainee, what the trainee will be expected todo, and how the facilitator should score the trainee, etc.). Otherwise,the process proceeds to state 412N.

At state 412N a case history is presented. For example, the case historycan present the context or background regarding the scenario about to bepresented and/or information regarding one or more scenarioparticipants. For example, if the interaction relates to a customerlooking for a new car and a sales person, the case history may provideinformation regarding the customer's current car, driving habits, creditrating, etc.

At state 414N, a user interface is presented via which thetrainer/trainee can instruct the system to play a selected entirepresentation (e.g., from a menu of presentations) or predefined segmentsthereof. The user interface also provides a menu of selectable challengeareas.

If an instruction is provided to play a selected presentation or asegment thereof (e.g., a relatively short segment, such as oneapproximately less than 30 seconds or 15 seconds in length, or shorteror longer), then at state 416N, the selected presentation or segment isdisplayed/played to the trainee (e.g., including video, animation,audio, and/or text). The trainee is instructed to verbally state needsidentified in a specific area based on the presentation.

At state 418N, a scoring user interface is displayed. In this example,the answers (corresponding to the needs that were indicated in thescenario presentation) are displayed with associated check boxes. Thetrainer checks off each need the trainee correctly identified, which arethen stored in computer readable memory.

At state 420N the trainee is challenged to verbally identifyrecommendations for a need identified based on the presentation. Atstate 422N, a scoring user interface is displayed. In this example, theanswers (corresponding to appropriate recommendations that foridentified needs) are displayed with associated check boxes. The trainerchecks off each recommendation the trainee correctly identified, whichare then stored in computer readable memory.

At state 426N the trainee is challenged to verballyexplain/justify/provide reasons for the recommendations. At state 428N,a scoring user interface is displayed. In this example, the answers(corresponding to appropriate reasons for providing the recommendations)are displayed with associated check boxes. The trainer checks off eachreason the trainee correctly identified, which are then stored incomputer readable memory.

At state 430N, a determination is made as to whether there areadditional recommendations to navigate. If there are, the processproceeds back to state 422N, otherwise the process proceeds to state432N. At state 432N a determination is made as to whether there areadditional needs to navigate. If there are, the process proceeds back tostate 418N, otherwise the process proceeds to state 434N.

At state 434N, a determination is made as to whether there areadditional challenges and/or segments to perform. If there are, theprocess proceeds back to state 414N, otherwise the process proceeds tostate 436N. At state 436N, scores are calculated for the completedareas, and reported to the trainee, and the trainer discusses the scoresand the trainee's strengths and weakness in responding to the variouschallenges with the trainee.

If at state 414 a determination is made that the trainee has completedthe training in the areas to be covered in the training session, theprocess proceeds to state 438N. At state 438N, a total score iscalculated and reported to the trainee, and the trainer discusses thescores and the trainee's strengths and weakness in responding to thevarious challenges with the trainee.

As discussed elsewhere herein, optionally, a customer/user can developand add their own content to a training system and/or used preprogrammedcontent provided by another provider (e.g., customized or genericcontent).

Optionally, with reference to FIG. 4O, different aspects of the scenarioare scripted using a generic or preprogrammed script (e.g., that can beused by different clients in a particular field) and/or a customizedscript (e.g., customized for a particular client using that client'snomenclature and process flows). A library of avatars may be selected bya user or administrator to “play” different parts in the scenario. Forexample, a list of titles associated with scenario may be presented(e.g., banker, customer; sales person, prospect; doctor, patient, wife,husband; manager, subordinate, etc.). In addition, a menu of avatars canbe presented (e.g., of different genders, ages, ethnicities, clothingstyles, etc.). A user can click on a participant title and on an avatar,and a scenario will use that selected avatar for the correspondingparticipant. Optionally, a user can select similarly select dialects,accents, and/or gender of voice to be used an avatar or without a visualpresentation.

The system synchronizes the vocalization of the script with the avatarmouth and/or other motions (e.g., head, hand, arm motions).Text-to-voice technology may be used to convert the text to spoken wordsor a human can read and record the script and store it on the system. Amenu is optionally provided via which a user (e.g., a trainee, trainer,or administrator) can select a script and/or voice recording stored onthe system or a location accessible by the system.

Several example user interfaces will now be described. The various userinterfaces are associated with different tools designed to providefocused training on different skill sets (although optionally a singletool can be used to provide training across several tool sets). Certainuser interfaces can be used with certain of the processes discussedabove.

FIGS. 1B-1E relate to performance drilling, wherein a user is drilled inresponding quickly, accurately, and with confidence tochallenges/statements made by others (e.g., customers/prospects). FIG.1B is an initial interface describing the performance drilling trainingsession and process the user is about to undergo. In this example, theuser is informed that the user will be trained to enhance their abilityto verbally respond to statements/challenges made by customers andpotential customers (prospects). The user is informed that the trainingwill involve pre-studying key-element response to challenges, verballyresponding to simulated challenges from customers and/or prospect, andlistening to simulated key-element responses to the challenges. Inaddition, a trainer selection user interface is provided via which theuser or trainer can specify whether the trainer is a peer of the user(e.g., someone who has the same or similar position as that of the userbeing trained) or is a manager/supervisor.

FIG. 1C illustrates another user interface introducing a challengesection. In this example, the user interface explains that the user willbe presented several randomized challenges (although other embodimentscan present more or fewer challenges, and optionally the challenges arenot randomized). The challenges will be based upon theproduct/service/solution descriptions (e.g., key elements) presented inthe pre-study section. The user is instructed to verbally respond to thechallenges as soon as the user hears the challenges. The user isinformed that the user will be scored after a given challenge based onthe user's accuracy in verbalizing key elements, the user's speed inproviding a fluid, relevant, response, and the user's confidence inproviding the response. The user is further informed that a scoringfeedback summary will be presented to the user after completing thechallenges.

FIG. 1D illustrates a user interface including an animated characterproviding the challenges. The user interface further displays a feedbackscore based on scoring entered by a trainer for user responses to thechallenges. FIG. 1E illustrates a user interface including an animatedcharacter speaking a model answer to a challenge. In this example, thespoken communication is also provided textually to further reinforce theteaching of the presented information and wording style. A “replay”control is provided, which when activated, causes the animated characterto repeat the model answer (e.g., audibly with the textual reinforcementdisplayed). A “proceed” control is provided via which the user (and/ortrainer) can instruct the system to proceed to the next segment.

FIGS. 1F-1H illustrate user interfaces that relate to identifying andappropriately responding to opportunities (“Preventing MissedOpportunities”). FIG. 1F is an initial interface describing thePreventing Missed Opportunities training session and objectives. In thisexample, the user is informed that the user will be trained to listenfor, identify, and respond to/capitalize on opportunity clues providedby a speaker, and to become a more focused listener. The user isinformed that the training will involve the user identifying opportunityclues in conversations, the user explaining why the clues correspond toopportunities, and the user identifying products and/or services thataddress the opportunities. In this example, the user interface explainsthat the Preventing Missed Opportunities training tool will not focus onidentifying technique and overall style errors or the quality ofrecommendations (although in other embodiments, a single training toolcan focus on preventing missed opportunities, identifying technique andoverall style errors, and on enhancing the quality of recommendations).A trainer selection user interface is provided via which the user ortrainer can specify whether the trainer is a peer of the user or is amanager/supervisor.

FIG. 1G illustrates a user interface that provides an overview of thequeries the user will be expected to respond to with respect toopportunities. In particular, the user is informed that the user is tolisten to a conversation (or segments thereof), and is to take notesregarding opportunity clues that the user has identified. The user isfurther informed that the user will be expected to perform the steps ofverbally identifying opportunity clues in the conversation, explain whythe clues correspond to opportunities, and identify what products and/orservices address the opportunities. The user is informed that the userwill be able to review the user's scores after completing the foregoingsteps for a given opportunity clue and/or will be able to review finalscores with respect to all of the opportunity clues presented during thetraining session in a summary feedback score report.

FIG. 1H illustrates a scoring user interface with respect toopportunities training. In this example, the scoring user interface isdirected to scoring with respect to a single opportunity clue (althoughoptionally instead, a scoring user interface can be used to score theuser's performance with respect to multiple opportunity clues). Thescoring user interface in this example has the following scoringsections:

-   -   Identification of opportunity clue;    -   Explanation regarding why the opportunities corresponding to the        opportunity clue are opportunities (where they may be one or        more corresponding opportunities);    -   Recommendations of products and/or services and/or other        solutions/responses to opportunities that address a        corresponding opportunity.

In this example, the scoring user interface provides the correct answerso that the trainer performing the scoring does not have to look atother reference material in order to perform the scoring and does nothave to be highly trained. To further ease grading, in this example,rather than having to enter a number, the trainer merely clicks on a boxto indicate that the user provided a correct answer and the systemtotals and displays the corresponding number of points. While in thisexample, each correct answer is worth one point, optionally insteaddifferent answers (e.g., for different types of questions) can be wortha different number of points. For example, the identification of anopportunity clue can be worth five points, the explanation as to why itis an opportunity can be worth three points, and the identification ofproducts and/or services can be worth one point for each product orservice correctly identified. Optionally, negative points can beassigned for incorrect answers (e.g., a recommendation of aninappropriate product or service). Because the correct answers aredisplayed, the scoring page can also be used by the user for post-studyonce the session has concluded.

FIGS. 1I-1M illustrate user interfaces that relate to identifyingcorrect techniques and erroneous techniques in a conversation ormonologue (“Error Based Learning Objective”). FIG. 1I is an initialinterface describing the Error Based Learning Objective training sessionand objectives. In this example, the user is informed that the user willbe asked to identify techniques implemented correctly in a conversation,identify technique errors, state why it is important to correct theerrors, verbalize the correct technique guideline language for a givenerror in the first person, identify style elements that were implementedcorrectly, and identify style elements that were implementedincorrectly. The user is informed that the user can optionally listen tocorrect, role-modeled guideline language for a given technique error.

In this example, the user interface explains that the Error BasedLearning Objective training tool will not focus on identifyingopportunities or the quality of recommendations (although in otherembodiments, a single training tool can focus on preventing missedopportunities, identifying technique and overall style errors, and onenhancing the quality of recommendations). A trainer selection userinterface is provided via which the user or trainer can specify whetherthe trainer is a peer of the user or is a manager/supervisor.

The user interface illustrated in FIG. 1J describes the tasks the useris to perform with respect to elements of a technique. The user isinformed that the user will listen to a conversation, or segmentthereof, and is to take detailed notes on correctly and incorrectlydelivered questions posed to a customer/prospect regarding financialneeds. The user is further informed that the user will be asked to(verbally) identify techniques implemented correctly in a conversation,identify technique errors, state why it is important to correct theerrors, verbalize the correct technique guideline language for a givenerror in the first person, identify style elements that were implementedcorrectly, and identify style elements that were implementedincorrectly.

The user is informed that the user can optionally repeatedly refer topre-study material for a given segment and can listen to correct,role-modeled guideline language for a given technique error, which is“verbal error correction first person role modeling”. The user isinformed that the user will be able to review the user's scores aftercompleting the foregoing steps for a given conversation segment and/orwill be able to review final scores with respect to all of theconversation segments presented during the training session in a summaryfeedback score report.

The user interface illustrated in FIG. 1K provides an overview of theconversation the user is about to hear. In this example, theconversation context is described (e.g., where the conversation istaking place, who the participants are, why are the participants in theconversation, etc.). The immediate steps the user is to take aredescribed (e.g., wherein the user is instructed to note correct andincorrect key elements of a given participant in the conversation). Inaddition, other acts the user is to take are described (e.g., prepare tostate why it is important to correct the errors, and to verbalize thecorrect technique guideline language for a given error in the firstperson, and note the correct and incorrect style elements identifiedduring the conversation).

The user interface illustrated in FIG. 1L lists additional steps theuser is take. In this example, the use interface explains that the userhas the option of: listening to the entire conversation and immediatelyresponding to all challenges in a listed order; listening to the entireconversation, then listening to individual segments from the entireconversation before listening to challenges specific to each segment; orlistening to individual segments and answering questions specific toeach segment without first listening to the entire conversation.

FIG. 1M illustrates an example user interface via which the user and/ortrainer can instruct the systems to playback the entire conversation(e.g., both audio and video components), select playback of one or morespecific conversation segments (wherein the segment name describes thesegment content and/or selected conversation segment challenge).

Of course fewer, additional, or different user interfaces usingdifferent language can be employed.

With respect to the examples discussed herein, while certain embodimentsmay be described herein using a leader-led format (e.g., with anexperienced trainer), a peer-to-peer format (e.g., wherein the skilllevel of the “trainer” is similar to or less than that of the trainee)may be used as well. Similarly, while certain embodiments may bedescribed using a peer-to-peer format, a leader led format may be usedas well. With either format, optionally the trainer scores the trainee'sperformance objectively, even when the trainee is providingsubstantially free-form verbal answers, because correct answers arepre-programmed and available to the trainer. Further, because thescoring in performed using pre-programmed answers, the trainee is muchless likely to blame the trainer for a poor score, providing anintellectual and emotional “fail-safe” for the trainer. Notwithstandingthe foregoing, the training can be performed solo as well.

While certain embodiments are described wherein a user is verballyquestioned and asked to verbally respond, optionally the questions canbe textually displayed on a training/user terminal and optionally theuser can respond using a keyboard, mouse, or other user input devicecoupled to the terminal. While certain embodiments are described whereina trainee/user is queried using queries that do not contain possibleanswers from which the user is to select (e.g., multiple choicequestions, true/false questions, etc.), such types of questions canoptionally be used in addition to or instead of the queries discussedabove. While certain embodiments are described wherein a trainee/user isqueried using questions that do contain possible answers from which theuser is to select (e.g., multiple choice questions, true/falsequestions, etc.), open ended questions that do not include answers fromwhich the user is to select can optionally be used in addition to orinstead of the queries discussed above.

For example, using embodiments described herein, the user may be askedto identify the error made by an actor and/or opportunity, such as anopportunity missed by an actor. The error may be an error in the choiceof words. Once the user has intervened, the user is optionally presentedwith a multiple choice textual list of errors, other wording choices,and/or opportunities from which the user is to select the error, otherwording choices, and/or opportunity presented directly before the userintervened. By way of example and not limitation, the list can bepresented via a drop-down menu or screen, a pop-up window, or otherwise.Optionally, rather than a multiple choice selection, the user may bepresented with a true/false choice or a verbal question that does notinclude an answer to be selected. The user can also be presented with anon-screen field in which the user types in or otherwise enters what theuser thinks is the opportunity/error. Optionally, once the useridentifies the opportunity using one or more of the foregoingtechniques, or using a different technique, the system can automaticallypresent to the user the actual or correct pre-programmedopportunities/errors. Optionally, if a public speaker is being presentedin a training session, the user can be asked to identify statements thatare compelling, that sound trustworthy, that sound untrustworthy, thatare annoying, etc., by clicking on a button, a corresponding quizanswer, or otherwise.

This training process thus provides users with an interactive discoveryand learning process that helps users identify errors, opportunities, orother events during training so that they may avoid such errors in theirown interactions and be better able to respond to such opportunities.Further, the example process provides users with an interactivediscovery and learning process that helps users identify opportunitiesduring training so that they may identify and take advantage of similaropportunities and avoid errors in their own interactions with others.

Optionally, the user may be provided with a time-limited window afterthe error or opportunity is presented to intervene and/or identify theoccurrence of the error or opportunity. The use of such time responsewindows is very motivational because users have to interact within therelatively short time windows, thereby better ensuring userattentiveness and engagement. For example, the window can be a twosecond window, a five second window, or other window duration.Optionally, a timer is provided that has a visual representation of awhich changes colors from green (when there is a significant amount oftime to intervene and/or identify the occurrence of an event) to yellow(when the time limit is approaching) to red (when the time limit hasbeen reached), and which optionally has digital running numbers withinit showing the time remaining. Optionally, a score related to apromptness is providing an answer can change (e.g., decrease) as thecolors change.

Optionally, different time periods can be used for different errorsand/or opportunities. Further, a short time period or longer time periodcan be used for different users. For example, more advancedusers/trainees can be provided with a relatively shorter period of timein which to respond than relatively less advanced users/trainees.Optionally, the size of the time window can be selected by a trainingadministrator. Optionally, the size of the time window can be selectedby the user being trained. Optionally, the size of the window canautomatically be adjusted by the training system software based on theuser's previous responses.

In an optional embodiment, when a user does not react to the error oropportunity (e.g., by activating a control indicating that an error oropportunity has been heard/identified), the role-play simulationautomatically stops. Then the module portion containing the error oropportunity is repeated so that the user can hear/see the previouslymissed error or opportunity, and a quiz is presented to the user. Thequiz for example, optionally asks about the nature of a given error oropportunity, and appropriate actions that should have been taken. Inaddition, the user is optionally “held accountable” for identifyingopportunities and indicating how to capitalize on the presentedopportunities (e.g., recommend appropriate products or services). In anexample embodiment, users learn the correct actions to take for avariety of situations via a variety of appropriate role-simulationmodules. At the end of a module, the user's score is optionallydisplayed so the user can monitor his or her progress. Because themodules optionally provide substantially instantaneous and automaticfeedback, rapid quality learning and engagement are achieved.

The system can store and/or score a user based on the number of theuser's correct and incorrect interventions of the pre-recorded scenario.In addition, the score can optionally be based in part on the presumeddifficulty of identifying a given error or opportunity and/or howquickly the user correctly identified the error or opportunity.Optionally, if the user identified an error or opportunity where noneexisted, the user's score can be decremented by assigning negativepoints or other decrementing score to the incorrect identification.

Optionally, as similarly described elsewhere herein, group training isprovided by the training system in a competitive manner, furtherengaging users' attentiveness. For example, multiple users can view agiven scenario or corresponding user terminals at substantially the sametime. The users can compete, wherein the first user that correctlyidentifies a given error and/or opportunity wins or is awarded a highestscore with respect to identifying the given error and/or opportunity.Optionally, relatively lower scores can be provided to those users wholater correctly identified the given error and/or opportunity, whereinhigher scores are provided to those who more quickly identified thegiven error and/or opportunity. Optionally, a lowest possible or zeroscore is given to those who fail to intervene and/or to those thatintervene outside of the predetermined window. Optionally, a negativescore (a score that indicates an incorrect user indication) is assignedto those that intervened when no error and/or opportunity occurred.Optionally, users are not presented with the list of errors and/oropportunities at the time the users failed to make a correctidentification.

At the completion of a group training session or sub-session, the scorescan be totaled for each participating user and the scores can bepresented to the users, optionally ranked in accordance with the scores.

Optionally, a given pre-recorded segment is not repeated the same day,or within a predetermined duration, to better ensure that a user isconsistently challenged by different scenarios. Optionally, pre-recordedsegments can be repeated periodically, and/or repeated in response to auser scoring below a predetermined threshold for a correspondingsegment.

An example training process that utilizes multiple choice questions(rather than the open ended questions discussed above) will now bedescribed in greater detail. In the following example, rather thanprovide a verbal answer, the user selects/enters answers via computer.

In this example, a user can launch and optionally log into a trainingsystem program. Optionally, during the log-in process a user identifierand/or password is provided to the training system so that the systemcan automatically select the appropriate training module for the userand store the user's interactions and/or score in a database inassociation with the user identifier.

Optionally, the system can present with a selection of modules, such assegments or training sequences and the user selects the desired segmentor sequence. Optionally, a training administrator can select and specifythe segments to be presented to the user. Optionally, the systemautomatically selects which segment is to be presented.

Before presenting the segment, text, audio, and/or video, instructionsare presented to the user which explain to the user the purpose of theselected training module, the different interactive possibilities thatexist within the selected training module, how the user is to interactwith the training program, and scoring process.

The user then clicks on a “start” button (or takes other appropriateinitiation action) and the training module's audio and/or video segmentbegins playing on the user's terminal. The video can include real oranimated figures that articulate or appear to be “articulating” thepre-recorded audio track. For example, the simulation can be generatedusing Macromedia Flash or using other applications. The training segmentcan be two to five minutes in length, or other length. Within thepre-recorded audio track are pre-programmed opportunities and/or errors,which are identified using metadata not visible to the user at the timethe corresponding opportunity or error is presented to the user.

When the user thinks he or she has identified an opportunity and/orerror related to the skill being trained, the user presses anappropriate keyboard or mouse key (or otherwise provides an appropriateresponse) to so indicate. The training system determines whether theresponse was provided within a predetermined response time window (suchas within 5 seconds of the occurrence).

If the user correctly identifies the occurrence of an opportunity/errorwithin the prescribed time window, a variety of possible text messagesare displayed on the screen. For example, the user can be presented witha free form question (e.g., that does not include an answer from whichthe user is to select), multiple choice, true/false, or fill in theblank type question. The user then provides a response to the questionto the system. For example, the multiple choice question may list anumber of possible errors or opportunities, and the user needs to selectthe error or opportunity that actually occurred in the correspondingsegment. After the user provides a response, the training system and/ora human facilitator sitting with the user or remote from the user canthen determine if the user response was correct or incorrect and assignsan appropriate score to the response. Substantially immediately aftermaking the determination as to the correctness of the answer (and/or ata later time), the training system can optionally provide the user withthe correct answer if the user's answer was incorrect, or, if the user'sanswer was correct, the training system can so inform the user.Optionally, the user may be given multiple chances to select the correctanswer. For example, the user may be provided with two chances to selectthe right answer in a four choice multiple-choice test, and if the userselects the incorrect answer on both attempts, the system identifies thecorrect answer.

If the user does not take the appropriate action to identify theoccurrence of an error or opportunity within the prescribed timeframe,and provides identification thereafter, optionally, the text messagesfor the opportunity or error are not presented to the user at this time,and the user's action is recorded as an error with respect to thescoring. Optionally, an indication can be immediately provided to theuser via an icon, pop-up text message, tone, or otherwise, indicatingthat the user missed identifying the occurrence within the time window.

If the user does not take the appropriate action to identify theoccurrence of an error or opportunity within the prescribed timeframe,the text messages for the opportunity or error are not presented to theuser at this time, and the user's action is recorded as an error withrespect to the scoring. Optionally, an indication can be immediatelyprovided to the user via an icon, pop-up text message, tone, orotherwise, indicating that the user missed identifying the occurrence.

Optionally, once the right answer has been selected by the user, orafter the correct answer has been automatically displayed as a result ofthe user failing to select the correct answer, another question, whichcan be in the form of a multiple-choice test, is displayed which, forexample, can ask the user what would be the right way to capitalize onthe opportunity or what would be the correct way to handle the situationas compared to the erroneous way a situation was handled in thepre-recorded scenario.

After the questioning or testing process for a given error oropportunity is complete, the scenario resumes. Optionally, the scenariocan resume from the beginning of the just reviewed opportunity/error sothat the balance of the scenario is in context.

Optionally, if the user failed to identify the error and/or if the userclicked on what the user believed to be an opportunity/error but wasnot, the scenario, including the audio track, continues to run withoutpausing. Optionally, the scenario can instead be paused, and the usercan be informed of the user's failure during the pause.

Optionally, the user is not provided with prompts during the playing ofthe scenario to better ensure the user's attentive interaction.

Optionally, the user can be prevented or not provided with the abilityto rewind or play back sections for a “do over” until the entire segmentis completed and initially scored.

Once the segment is complete, the system automatically presents the userwith the user's score for the segment. Optionally, the user can beprovided with the scores of others for the segment and/or the userranking relative to other users.

Preferably, the user repeats the particular audio and/or videopre-recorded segment within a specified period of time, such as 24hours, with peers and/or coaches to solidify and advance the learning.Optionally, when the audio and/or video segment is repeated, the user isto intervene as described above, but if the user correctly identifiesthe existence of an opportunity/error, the questions described above arenot displayed to the user. Instead, optionally, a coach is automaticallyprovided with the question and answer by the training system, such asvia a computer screen, and/or via a coaching manual. The coach can askthe user the same or similar questions presented to the user when theuser previously went through the segment. However, in this case, theuser is to proactively verbalize the correct answers without promptingpreviously provided via the multiple choices, and/or true/falsestatements. The coach can store in the user performance (e.g., thenumber of correct answers, the number of opportunities identified, etc.)in computer readable memory. The system can then calculate and display ascore.

The training procedure can be modified as desired. For example, thepresentation of a training scenario can be presented to a participant assimilarly described above, except that the participant is instructed towrite down (or type into a field presented on the participant terminal)the opportunities and errors that the user believes he heard orobserved. Once the segment has completed, the participant can beinstructed to write down (or type into a field presented on theparticipant terminal) and/or verbalize why there were opportunities anderrors, as well as the methodologies that can be used to capitalize onthe opportunities and correct the errors. The user then presses an“answer” icon or the like, and the segment replays, and automaticallypauses at the pre-programmed areas/opportunities, at which point thecorrect answers are displayed in conjunction with the participant'spreviously written responses. Optionally, a coach or other supervisormonitors the foregoing to reduce cheating.

Optionally, if a user misses the error or opportunity in the trainingscenario (e.g., in the script of the program), after a short window oftime (e.g. a predetermined, set period of time, such as 3 seconds, 5seconds, 15 seconds, or 25 seconds), the program will provide a verbaland/or visual notification to the user that an error or opportunity hasbeen missed. The scenario presentation can then be, “rewound” to thepoint where the error was presented (or shortly before the error waspresented) and a drop-down menu or multiple choice form is presented tothe user listing several possible errors/opportunities, wherein one ofthe listed errors is the error that actually occurred. The user is askedto select the error/opportunity that occurred. If the user selects thecorrect error/opportunity, the user's answer is scored as correct or aspartially correct, to take into account that the user had to be promptedto select the correct error/opportunity. Optionally, anerror/opportunity menu is not provided to the user. Instead, the user isto type in a free form identification of the error/opportunity.

Example opportunities will now be described with respect to differenttypes of training. In these examples, the opportunities are raised by acustomer mentioning something during the scripted conversation. Selectedopportunity-raising lines can be incorporated into correspondingscenario scripts.

BANKING RELATED OPPORTUNITIES SCRIPT CORRESPONDING OPPORTUNITY Customermentions a trip Offer to increase credit limit on credit card Customermentions a remodel Offer home equity loan Customer mentions a new childOffer college savings account Customer mentions inheritance Offerinvestment product Customer mentions an account Offer to transfer theaccount to bank with another institution Customer mentions credit cardsOffer to consolidate credit card debt with other institutions “It ispossible to consolidate debt”

TRAVEL AGENCY RELATED OPPORTUNITIES Script Corresponding OpportunityCustomer mentions being Offer trip to warm vacation spot tired of thecold Customer mentions fear of flying Offer train-based trip Customermentions loving to drive Offer to arrange for a convertible car rentalfor vacation Customer mentions enjoying food Offer to arrangereservations at highly rated restaurants during vacation Customermentions having children Offer to arrange for babysitter during tripCustomer mentions that customer is Offer trip insurance worried of triprelated cancellation costs if customer becomes ill

Scenarios A-D, provided below, include example scenario scripts havingembedded opportunities and errors, as well as example questionsregarding the opportunities and errors. Scenarios A and B are directedto banking. Scenarios C and D are directed to a travel agency. Thetraining systems and processes can also be used for other types offinancial services, multi-level sales organizations, automotive salesand service, retailing, mass market sellers of products and services,personal relationships and so on.

FIG. 2 illustrates an example series of frames in a video/audio trainingpresentation. The frames can be animation frames, video frames, or othertype of frames. In this illustration, the frame sequence is shown inuncompressed form, although the frames can be compressed using a varietyof compression techniques (e.g., a version of MPEG), which may result incertain frames being dropped. As illustrated, at Frame_(N+j) an eventEvent1 occurs which the user is to identify (the event may occur overseveral frames, rather than one frame). A response window is providedwithin which the user needs to identify the event. If the useridentifies the event within the window, the presentation continues untilthe end of the time window, at which point the presentation is pausedand a quiz is presented. Optionally, no scenario frames are presented tothe user while the presentation is paused. Once the user has completedthe quiz, or optionally, after a predetermined amount of time, thepresentation is restarted at Frame_(N+j+1). If the user fails toidentify the event at frame Frame_(N+j), then Frame_(N+j) (as well as anoptional number of frames before and after Frame_(N+j)) will bepresented to the user again.

FIGS. 3A-V illustrate additional example user interfaces for trainingpersonnel in the financial services field, which can be accessed from atraining Website via the Internet, from a local user terminal memory, orotherwise. Other interfaces can correspondingly be used for otherapplications (e.g., training of travel agents, retail store customerservice personnel, managers, teachers, parents, siblings, spouses,actors, singer, etc.). In this example, a bank customer service person(e.g., an employee) is interacting with a bank customer. In thisexample, the optional visual component of the dramatic interaction isprovided via animated figures sequenced with an audio track, althoughvideo sequences or real people can be used as well. Optionally, useraccessible controls (e.g., rewind, pause, fast forward, play, etc.) areprovided to the trainee to allow the trainee to control thepresentation. The controls can be “soft” buttons displayed on a computermonitor and activated via a mouse, keyboard, or other user interface,and/or the controls can be provided via a dedicated physical control,remote control device, or otherwise.

In this example, the trainee will review a presentation of an exampleinteraction (e.g., a simulated interaction) first in an “uninterruptedmode” and then in an “interactive mode”. In this example embodiment ofan uninterrupted mode, the trainee may take notes regarding errors madeby the customer service person (e.g., an employee) in following abank-specified customer interaction routine, and opportunities missed bythe customer service person, wherein the opportunities may be providedby the customer's remarks. However, in uninterrupted mode, thepresentation will not be paused for quizzes, and optionally, the pauseand rewind controls are disabled and/or are not presented. Optionally,the trainee can skip the uninterrupted mode presentation. For example,optionally, if the user has previously viewed the interactionpresentation, a skip uninterrupted presentation button (e.g., a “skippart 1” control) is presented and enabled, which, when activated by theuser, will cause the interactive presentation to be presented withoutpresenting the uninterrupted presentation.

In an example embodiment of an interactive mode, quizzes are presentedand the trainee's answers are recorded in computer readable memory, suchas in the database discussed above, in association with an identifierassociated with the trainee, and in association with an identifierassociated with the corresponding training module. For example, duringthe presentation the trainee may be requested to indicate when thetrainee has identified an error in the customer service person followinga prescribed customer interaction routine (e.g., first greet thecustomer, ask the customer what the customer came in for, ask thecustomer when the customer last refinanced their home, ask the customerif the customer has any upcoming large expenditures, etc.). Anadditional quiz, such as a quiz asking the trainee to identifyopportunities missed by the customer service person, may optionally bepresented at the completion of the enactment.

As similarly discussed above, with respect to the quiz presented duringthe course of the simulation presentation, the trainee may be provided awindow of time in which the trainee needs to identify an error. Forexample, the trainee may need to identify an error within a window of 7seconds after the occurrence of the error (or after the end of thesentence, phrase and/or concept being presented that includes the error)in order to receive a score indicating a successful erroridentification. Other windows of time can be used as well, such as 11seconds. Optionally, different time windows can be used based on thedifficulty of the test, the particular question, the rating orexperience of the trainee, and so on.

In one example embodiment, a control, such as a Phrase, Error, and/orStop button (which will sometimes be referred to as an Error/Stopbutton), or other control of a first color (e.g., red) is presentedwhich the trainee clicks or otherwise activates on in order to indicatethat the trainee identified an error, an opportunity, or a significantphrase. Optionally, in addition to the button, the trainee can click ina larger area (e.g., an area surrounding and/or including the button) inorder to identify an error. If, upon the occurrence of an error, thetrainee clicked on the Error/Stop button (or other designated area)within the corresponding time window, the Error/Stop button will changecolors (e.g., to green), and the trainee will receive an appropriatescore. Optionally, the interactive presentation does not stopimmediately upon the clicking of the Error/Stop button. Instead, theinteractive presentation continues to be presented until the end of thesentence, and/or concept being presented. Optionally, the simulation canbe halted substantially immediately after the Error/Stop button isactivated. After the correct activation of the Error/Stop button, apop-up quiz is then presented to the trainee. For example, the pop-upquiz can include one or more multiple-choice questions. Where there ismore than one question, the questions are optionally presentedsequentially. Optionally, the pop-up quiz is not a timed quiz, althoughin one embodiment, the quiz is timed (e.g., the trainee has to answerthe quiz question(s) within a predetermined time window) to provide forspeed testing.

Optionally, if the trainee incorrectly answers a quiz question, the quizquestion may be presented again to the trainee and the trainee can againattempt to correctly answer the quiz question. The number of retries canbe set to “1” or another designated number (e.g., 2 or 3). Optionally,different trainees may be provided with a different number of retries,based on certain trainee characteristics (e.g., the trainee's job title,the number of times the trainee has viewed or utilized the trainingpresentation, etc.). Optionally, the number of retries offered can bevaried based on a quiz or quiz question characteristic (e.g., theperceived quiz difficulty, the number of choices in a quiz multiplechoice question, etc.). If, after utilizing the designated number ofretries, the trainee has failed to correctly complete the quiz question,the correct answer is optionally presented (optionally, while alsopresenting the quiz question) to the trainee before the presentationcontinues.

A score is assigned to the trainee's quiz performance (e.g., based onwhether the trainee correctly answered the quiz, how many retries thetrainee needed to correctly answer the quiz, and/or the time it took thetrainee to correctly answer the quiz, etc.), and the score is stored incomputer readable memory in association with a trainee identifier and apresentation module identifier. The simulation presentation thencontinues (e.g., automatically, after completion of the quiz or inresponse to a trainee command).

If the trainee incorrectly indicates that an error occurred during thepresentation by activating the Error/Stop button, for example, when noerror had occurred within a selected window of time (e.g., 7 seconds)prior to the activation of the Error/Stop button, optionally, theError/Stop button does not change color (e.g., the Error/Stop buttonremains red). Optionally, the button has an error message displayedthereon and the button changes color to indicate an erroneousactivation. The trainees score is decremented or otherwise adverselyaffected to reflect the incorrect identification of an error. Thesimulation presentation is optionally not stopped or paused at thistime, but is allowed to continue without interruption.

If the trainee fails to timely (e.g., within a selected window of timeafter the occurrence of the error or after the end of a phrase orsentence within which the error occurred) identify (e.g., by activatingthe Error/Stop button) an error that occurred during the presentation,optionally the Error/Stop button's color is changed (e.g., to green oranother color), a text and/or graphic message is displayed indicatingthat the user missed the error, the presentation automatically stops,and the portion of the presentation in which the error occurred isautomatically replayed. Optionally, the replay begins at a predeterminedportion of the presentation before the error occurred, and/or the replayends at a predetermined portion of the presentation after the erroroccurred, and a pop-up quiz (e.g., the multiple choice quiz or verbalquestions discussed as discussed elsewhere herein) is presented. Quizretries, scoring, and the correct answer presentation may be performedas similarly described above. The simulation presentation then continues(e.g., automatically, after completion of the quiz or in response to atrainee command).

At the conclusion of a simulation presentation another type of quiz isoptionally presented, which, for example, can relate to opportunities(e.g., missed opportunities or other opportunities). A list of phrasesis verbalized and supported by identical or corresponding text messages.Each of these phrases is presented on a separate screen. For example,the trainee may be asked to identify when an “Event phrase” (e.g., aphrase that indicates an opportunity for the customer service person tooffer additional services to the customer, or an opportunity to referthe customer to another service provided within or outside of thetrainee's company that can provide the customer with relevant servicesand/or products) is correctly identified. The phrase may be presentedvia the training terminal textually, audibly, and/or in the context of avisual interaction between two people. Optionally, this portion of thequiz is time-pressured. For example, a user interface is provided withthe text displayed and phrases spoken for only a predetermined window oftime (e.g., approximately 3 seconds). If the trainee correctly clicks ona designated area (e.g., the text message or other designated area),corresponding feedback is provided to the trainee (e.g., a positive toneis generated and/or a text acknowledgement appears indicating that thecorrect phrase was identified by the trainee).

If the trainee does not correctly click on a designated area (e.g., textmessage) within a predetermined amount of time, the next phrase quiz isautomatically presented within a predetermined amount of time (e.g., 3seconds or other desired period). Optionally, at the time the traineefails to identify an event phrase, an indication of the failure is notprovided to the trainee, although in another embodiment, such anindication is presented to the trainee. A score is recorded andpresented to the trainee and, optionally, to a training supervisor orother designated personnel, indicating or corresponding to, the numberof correctly identified event phrases, the number of correctmultiple-choice answers, the number of unidentified event phrases,and/or the number of missed presentation errors. Optionally, acumulative score (e.g., a number score, a graded score, or other score)that reflects the total trainee performance for a given module or formultiple modules can be provided in addition to, or instead of separatescores for each quiz or test type. These scores can further be used as apost-study as an aid in reviewing the missed items and as a focus forimproving performance in future sessions.

Optionally, once the phrase identification portion of the quiz iscompleted, a multiple-choice or other quiz is automatically presented tothe trainee, which optionally follows the format of the pop-up quizdiscussed above.

Optionally, a module can include detail oriented timed testing. Forexample, a detailed audio and/or video narrative can be played to atrainee. The training system automatically pauses at various points(e.g., predetermined points) during the narrative and tests the traineeon how much narrative detail the trainee remembers and/or on thetrainee's listening and/or reading comprehension. Optionally, the testquestions are timed, wherein the trainee has a set limited time in whichto answer a given question and/or a set of questions (e.g., true/falsequestions, multiple choice questions, or questions requesting the entryof a word or multiple words). After the trainee answers a question orset of questions and/or after a predetermined amount of time elapses,the narrative resumes and continues until the next predetermined pointin the narrative, and another question is presented to the user. Theforegoing process continues until the narrative end is reached.Optionally, the user is provided with feedback after each questionand/or set of questions is answered, the feedback indicated whether thequestions were correctly answered. Optionally, if the user answers aquestion incorrectly, the user may be given another chance to answer thequestion.

Optionally, a module can include “intrusive thoughts” practice. During amodule, such as during the playing of a scenario, the user is instructedto indicate (e.g., by clicking on an appropriate icon or otherdesignated area) when a “foreign thought”, not related or notsignificantly related to the task hand, enters the users mind. The userindication can be stored in memory and the user can be provided with anindication as to how many “foreign thoughts” the user had. The foregoingprocess is intended to bring awareness of intrusive thoughts to the userand to help the user practice refocusing their thoughts on the subjectat hand.

Two additional training sessions will now be described to furtherillustrate examples of the training system and processes. The firstexample emphasizes the interactive aspects of a training session wherethe training session has a relatively higher degree of interactivity,and the second example emphasizes listening comprehension training,wherein the interactivity is relatively more limited (e.g., whereininteractivity with the training system is optionally limited toquizzes).

In the first example:

-   1. Text instructions with a pre-recorded audio that corresponds to    the text instructions are stored in computer readable memory (e.g.,    a training module scenario database), optionally on a    screen-by-screen basis.-   2. Optionally, a pre-recorded audio-animation or live action    simulation (“Simulation”) is stored in the module scenario database,    wherein the simulation includes “Events”. By way of example, Events    optionally include, but are not limited to, one or more of active    errors, errors of omission, opportunities, missed opportunities,    style and tone problems, etc. The system can instruct the User which    type of Event the User is to identify.-   3. The User (e.g., a trainee or other user) starts the simulation by    clicking on an appropriate user interface control (e.g., a    “Continue” icon).    -   In this example, the initial viewing/hearing of the simulation        is performed in a non-interactive mode, wherein the mode        purposely does not provide any or substantial interactive        capability. The User is instructed to listen and/or to take        notes, and to thus be prepared for the interactive simulation        that follows.-   4. The User can listen to the non-interactive simulation a    predetermined number of times (e.g., one time or some other    designated number of times) prior to beginning the interactive    simulation mode.-   5. The User can elect to skip the non-interactive simulation and    substantially immediately proceed to the interactive simulation by    clicking on an appropriate control (e.g., a “Skip” icon).-   6. The interactive simulation can be initiated by the User after the    non-interactive simulation has been performed by clicking on an    appropriate control (e.g., a “Continue” icon).-   7. Once the interactive simulation begins, the User optionally    cannot exit (via the training application software) the simulation    prior to completion and/or is prevented from returning to the    non-interactive simulation. (Optionally, the user can exit by    closing an appropriate interface, such as a browser, used to access    the simulation, by turning off the User terminal, or otherwise). If    the User prematurely exits the interactive simulation, the User's    score will appropriately reflect such exit.-   8. The User can stop or pause the interactive simulation by    correctly identifying an appropriate Event (e.g., by clicking on an    appropriate control, such as a “Error” or “Stop” icon within a    predetermined amount of time of the presentation of the Event).    Optionally, if the user clicks on the icon within a predetermined    time window (e.g., 5 or 10 seconds) after the occurrence of an    Event, then the User will be scored as correctly identifying the    Event occurrence. This helps ensure that the User is being tested on    knowledge versus “clicking speed.”-   9. When the User correctly stops the interactive simulation by    clicking on the “Error” or “Stop” icon, the color of this icon    changes (e.g., from red to green), and optionally a confirmation    tone is played, signifying a correct response.-   10. When the User correctly stops the interactive simulation as    described above, in this example, the interactive simulation does    not stop immediately upon clicking the Stop icon (unless the icon is    correctly clicked at the moment when the corresponding sentence,    phrase and/or concept is programmed to end). Instead, the    interactive simulation continues to be presented until the end of    the sentence, phrase and/or concept being presented. Advantageously,    this makes available the full or adequate context of what has been    said for answering of the subsequent quiz (e.g., a multiple-choice    question). In addition, this feature provides continuity when the    interactive simulation is re-started, as opposed to re-starting the    simulation mid-word or mid-sentence.-   11. When the User has correctly clicked on the icon, (and as    previously described, the icon turns green and the interactive    simulation pauses at the end of the sentence, phrase and/or concept)    then a quiz question, such as a text-based multiple-choice test,    automatically appears.-   12. If the User correctly identifies or provides the answer on the    first attempt, a positive confirmation tone occurs, and a text or    audible voice message acknowledging the correct answer is played.    Optionally, if the quiz question is a multiple choice question, the    correct answer becomes encircled, bolded, or otherwise highlighted.-   13. At this point, the User activates a “Continue” icon, or other    appropriate control, to advance to a second quiz, such as a second    multiple-choice question.-   14. If the User answers incorrectly on the first attempt at    answering the quiz question, then a “negative tone” is played, and a    graphic and/or text message is provided indicating that the answer    was incorrect.-   15. A text and/or message then appear, or are otherwise provided,    instructing the User to try to answer the quiz question again.-   16. The User answers the quiz question again, and if the answer is    correct, the process proceeds as described at states 11 and 12    above, and another quiz question is presented to the User.-   17. If the User tries to answer the quiz question again, and the    User is incorrect a second time, a “negative tone” is played, and a    graphic and/or text message is provided indicating that the answer    was incorrect.-   18. If the second answer attempt was incorrect, then the process    automatically causes the correct answer to be displayed or indicated    to the User.-   19. At this point, the User clicks a “Continue” icon, or other    appropriate user control, to advance to the second multiple-choice    quiz.-   20. States 12 through 19 are repeated for the second quiz question.-   21. Once the User completes the two quiz questions (or other    designated number of quiz questions), the User clicks on the    “Continue” icon, and the interactive simulation resumes.-   22. Scoring is performed by the system that reflects the number of    correctly and/or incorrectly User-identified Events.-   23. The User's quiz answers are scored by the system.-   24. When the User incorrectly (e.g., when no Event occurred within    the designated time window) identifies an Event and attempts to stop    the interactive simulation by clicking on the “Error” or “Stop”    icon, the Stop icon does not change color. Instead, the Stop icon    remains red, indicating to the User that the User incorrectly    identified an Event.-   25. Scoring is performed by the system that reflects the incorrect    identification of Events.-   26. If the User misses an Event by not clicking on the icon during    the designated time window, the system automatically stops the    interactive simulation (e.g., at the appropriate end of the    sentence, phrase and/or concept).-   27. A negative tone is played and a graphic and/or text display    appears indicating that the User missed an Event, and optionally the    system informs the User as to which Event was missed.-   28. Scoring is performed by the system that reflects the missed    identification of Events.-   29. The User is optionally prevented from advancing without next    activating the “Replay” icon, or other appropriate control.-   30. When the “Replay” icon is activated, a replay of the Event is    automatically performed by the system (e.g., a replay of the    corresponding entire sentence, phrase and/or concept).-   32. A quiz is automatically presented to the User (e.g., a    text-based multiple-choice test).-   33. States 12 through 23 above are then performed.-   34. A list of phrases is verbalized by the User terminal and    corresponding and/or identical text messages are displayed to the    User. Optionally, each of the phrases is sequentially presented on a    separate screen.-   35. The User is instructed to click on the designated area (e.g.,    the text message or surrounding area) when an “Event phrase” is    correctly identified. Optionally, this identification process is    performed under time pressure. For example, the phrase pages appear    with the text (with spoken phrases correspondingly provided) for    only a limited time period (e.g., approximately 3 seconds).-   36. When the User correctly clicks on the designated area (e.g., the    text message or surrounding area), a positive confirmation tone    sounds and a text, graphic or other acknowledgement appears    confirming that the User selected the correct answer.-   37. Then a quiz (e.g., a multiple-choice test) automatically appears    which optionally follows the format of the previously discussed    quizzes. The quiz can also be different than the previous quizzes    (e.g., a single multiple-choice test may be provided that includes a    single question).-   38. If the User does not correctly click on a designated area (e.g.,    text message or surrounding area), the next screen and messaging    occurs within a certain amount of time (e.g., within three seconds).-   39. Optionally, the system does not provide a “negative tone” or    text acknowledgement when the User misses identifying an Event    phrase.-   40. Scoring is performed by the system that reflects the correctly    identified Event phrases, the correct multiple-choice answers, and    the unidentified Event phrases.-   41. Scores are totaled by the system at the end of each module,    although the scoring can be updated and totaled upon the occurrence    of a scoring event (e.g., a quiz). The scores can be displayed to    the User. The scores can be stored in computer readable memory for    later access by the User, the User's training supervisor, the User's    manager, or other by other designated users.

Optionally, the User can review the simulation again at a later time,such as the next day. Optionally, rather than having the quizzesprovided by the system, the User can review the simulation with theUser's manager who can verbally quiz the User by asking questions. Themanager can record the User's performance (e.g., the number of questionsanswered correctly) on the system in association with a User identifier.

In the second example:

-   1. A User views/listens to one or more non-interactive simulation    presentation. The length of the non-interactive simulations can vary    (e.g., from 30 seconds or 60 seconds to several minutes or even    hours).-   2. The system prevents the User from viewing/listening to a    non-interactive simulation a second time prior to testing.-   3. At the end of the non-interactive simulation presentation, the    User clicks on the Continue icon and is quizzed on the    non-interactive simulation content (e.g., a multiple-choice and/or    true-false test based upon what the User heard and/or saw during the    non-interactive simulation).-   4. The system scores the test.-   5. At this point, the User can listen to the non-interactive    simulation a second time.-   6. The User can then elect to be tested a second time.-   7. The system scores the second taking of the test. The scores are    optionally stored and presented as similarly discussed above in the    previous example.

A training format categorization can be used to separate and/or definethe different functionality possibilities that can occur in trainingmodules, and that can segment them between business-based modules andconsumer/personal/general public modules. In an illustrative example,training modules can include the following format and subject categoriesas follows, although other categorizations can be used as well:

1. User Format (e.g., personal relationships, consumers, business)

2. General Format (e.g., Quiz Interactive or Full Interactive)

3. Specific Format

4. Subject or Scenario

By way of example, with respect to the General Format, Quiz Interactivegenerally limits substantive interactivity to quizzes (e.g., multiplechoice or other quizzes, such as listening comprehension quizzes)presented at the end of the scenario. Full Interactive generallyprovides for substantive user interactivity throughout or at multiplepoints in the scenario (e.g., by pressing an error/stop control toindicate that an error, opportunity clue and/or missed opportunityoccurred). Optionally, the Full Interactive mode includes one or morequizzes after the scenario presentation ends.

The Specific Format can include some or all of the following:

-   -   Quizzes/questions presented after the scenario is presented    -   Timed questions presented (e.g., speed testing) at various        points during (e.g., throughout) the scenario presentation    -   Questions regarding communication attitude and/or style    -   Self-revealing statements made at various points during (e.g.,        throughout) the scenario presentation    -   Errors made at various points during (e.g., throughout) the        scenario presentation by a character in the scenario    -   Opportunities presented at various points during (e.g.,        throughout) the scenario presentation (e.g., opportunities        provided by a character, such as a customer, in the scenario)    -   Detailed Oriented Timed Testing with questions regarding a        detailed narrative presented at various points during the        scenario    -   Intrusive Thoughts Practice, wherein the user indicates when a        “foreign thought”, not related or not significantly related to        the task hand, enters the users mind

The Subject or Scenario can include, by way of illustration and notlimitation:

-   -   Banker and Prospect/Customer    -   Travel Agent and Customer    -   Doctor and Patient    -   Manager and Subordinate    -   Husband and Wife Therapy    -   Parent and Child    -   Arguing Neighbors    -   Car Salesman and Prospect    -   Driving

The following table illustrates several example module configurations:

GENERAL SPECIFIC SUBJECT/SCENARIO USER FORMAT FORMAT FORMAT 1 SpouseTherapy Consumer/Business Quiz Interactive Questions at end of scenario2 Spouse Therapy Consumer/Business Full Interactive Questions regardingcommunications attitude and style 3 Spouse Therapy Consumer/BusinessFull Interactive Self-revealing statements 4 Parent and Child ConsumerFull Interactive Errors during scenario 5 Conversation While DrivingConsumer Quiz Interactive Timed questions during scenario 6 NeighborsConsumer Quiz Interactive Questions during scenario 7 Car Salesman &Prospect Business Quiz Interactive Questions at end of scenario 8 Bankerand Prospect/Customer Business Full Interactive Errors and opportunitiesduring scenario

FIGS. 4F-L illustrate example processes for setting up an exampletraining system, and for performing example training processes. Withreference to FIG. 4F, at state 402 f, user instructions for a givenmodule, and/or for modules in a selected training are stored in adatabase, such as the database 112 illustrated in FIG. 1. For example, agiven module can have module specific instructions, or the sameinstructions can be used for a certain set of modules (e.g., modules ina given field, such as financial services). The instructions can includetext and/or voice instructions. The instructions can be stored inassociation with the modules to which the instructions apply. At state404 f the module simulations are stored in the database. As previouslydiscussed, the simulations can be in the form of animated sequencesand/or video segments.

At state 406 f, a user, such as a training administrator or a manager,can define a training course including multiple modules. For example,the training administrator can specify via a user interface whichmodules are to be presented as part of a specific training series, andthe sequence order in which the modules are to be presented to a giventrainee. In addition, the training administrator can define questionsand quizzes, indicate or provide the correct answers, specify answerwindow time lengths, and specify scoring for correct and incorrectanswers. The training administrator specification is stored in thedatabase and is later accessed when a trainee logs in to undergo atraining session. Optionally, the training administrator can be providedwith specific and/or limited authority to edit or specify trainingsessions.

Optionally, training sessions can be customized for a given trainee. Forexample, a training administrator can select appropriate modules andarrange them in an appropriate sequence for a given trainee based on thetrainee's job function, level of experience, and/or previous training.In an example embodiment, the training administrator can specify themodules and module sequences by entering module names into a form in thedesired order or by dragging and dropping icons or text corresponding tothe desired modules into the desired order.

At state 408 f, the training administrator can specify which trainee isauthorized to access which modules or series of modules. For example, anidentifier corresponding to the authorized trainees can be stored in adatabase (e.g., database 112 and/or database 114 illustrated in FIG. 1)in association with the corresponding modules or series of modules(e.g., in association with module identifiers or in association with anidentifier associated with a sequence of modules).

At state 410 f, user account information is stored in a database, suchas database 114. The user account information can include a useridentifier, a user password, a job title or classification, the numberof years the user has been employed with the employer authorizing thetraining session, the length of time the user has been employed in agiven field, an identification of the modules and/or series of modulesthe user has completed and the corresponding scores and completiondates, and a training schedule for the user indicating a trainingfrequency and/or when (e.g., which day or which week) the user is toview a particular module or series of modules. The user accountinformation can be entered via a form and/or from another database bythe user, an administrator, and/or other entity.

Referring now to FIG. 4M, an example “performance drilling” trainingsession process is illustrated, wherein a user/trainee is drilled inresponding quickly, accurately, and with confidence tochallenges/statements made by others (e.g., customers/prospects).Reference will be made to certain user interfaces. Certain non-limitingexamples of such user interfaces are discussed elsewhere herein withrespect to FIGS. 1B-1E.

At state 401 m, the process begins, and the trainee and/or trainer loginto the training system. At state 402 m, the system displays a welcomescreen. The system receives a selection of a training module from a menuof training modules. For example, the different training modules mayrelate to different subject matter, such as different products andservices. Optionally the system provides a description of thecorresponding training objectives and a description of the trainingmodule. A user interface is displayed via which the trainee and/ortrainer optionally selects a peer type.

At state 404 m, a user interface is presented via which thetrainee/trainer can instruct the system to display a tutorial for thelearner/trainee. If an instruction is provided to launch the learnertutorial, the process proceeds to state 406 m and the learner tutorialis launched (e.g., including text, audio, animation and/or video).Otherwise, the process proceeds to state 408 m.

At state 408 m the module content (e.g., including text, audio,animation and/or video) is played. At state 410 m, a user interface isdisplayed introducing/describing the challenge process. At state 412 m,the system presents the trainee/learner with a challenge to which thetrainee is instructed to verbally respond to, and a timer (which may bein the form of a timer ball or clock) is started automatically with thepresentation of the challenge, or optionally the timer can be started bythe trainer or trainee. The challenges may be based upon theproduct/service/solution descriptions (e.g., key elements) presented inthe pre-study section. The presentation of the challenges (optionallycorresponding to the pre-study information/elements) are optionallyrandomized or non-randomized. The user is instructed to verbally respondto the challenges as soon as the user hears the challenges. The traineror trainee stops the timer to indicate how quickly the trainee beganproviding a verbal response, wherein the time is stored in memory. Thetrainee continues responding even after the timer is stopped. At state414 m, the trainee's response is scored for accuracy and/orcompleteness, optionally by the trainer or trainee, using an accuracyand/or completeness scoring user interface. At state 416 m, thetrainee's response is scored with respect to how quickly the traineeresponded. Optionally, such scoring is automatically performed once thetrainer indicates that the trainee has responded (or optionally, hascorrectly responded). At state 418 m, the trainer and/or trainee scoresthe trainee with respect to the confidence exhibited by the trainee inresponding using a confidence scoring user interface. The exampleembodiment scores by category and sub-category. Therefore, it providessubstantially instant feedback on a sub-category basis, and totalfeedback for the “full” category (e.g., including the summation ofscores for the sub-categories). This substantially instant evaluationenables the pinpointing of areas where improvement is needed, optionallyincluding improvement in the ability to articulate the correctanswers/content, as well as the assessment of speed/fluency andstyle/confidence.

At state 420 m, a summary scoring page is displayed, providing thescores with respect to accuracy, response time, and confidence for themost recent challenge. At state 422 m, a user interface is provided viawhich the trainer/trainee can specify whether a model answer to thechallenge is to be presented. If an instruction is received to providethe model answer, the process proceeds to state 424 m. A user interfaceoptionally including an animated character or video of a person speakinga model answer to a challenge is presented, although audio, without avideo/animated component can be used. Optionally, the spokencommunication is also provided textually to further reinforce theteaching of the presented information and wording style. A “replay”control is optionally provided, which when activated, causes theanimated or video character to repeat the model answer (e.g., audiblywith the textual reinforcement displayed). A “proceed” control isoptionally provided via which the user (and/or trainer) can instruct thesystem to proceed to the next segment.

At state 426 m, a determination is made as to whether there areadditional challenges to be presented to the trainee. If additionalchallenges remain, the process proceeds back to state 412 m, otherwisethe process proceeds to state 428 m. The scores and/or a summary thereof(e.g., a grade score or overall point score) is calculated and presentedwith respect to the challenges presented during the process. At state430 m, the process ends.

Referring now to FIG. 4G, an example training session process isillustrated. At state 402 g, a trainee (also referred to as a user) logsinto the training session via a terminal. If the training session ispassword protected, the user may be asked to enter a password. At state404 g, the appropriate training module is selected from the trainingmodule database. The database can be remote from the user and accessedover a network, or the database (or a portion thereof) can be storedlocally, in the user terminal memory. If the user is so authorized, theuser may be presented with a list of modules which the user isauthorized to access and from which the user can select the appropriatemodule or module series. Optionally, instead, the training systemautomatically selects the appropriate training module or modules basedon information retrieved from the appropriate system database. Forexample the information can include an identification of the trainingcourses the user is authorized to access, an identification of whichmodules have already been completed by the user, the user's scores onone or more already completed training modules, and the user's trainingschedule as previously defined by a training administrator or the user.

At state 406 g, the training user instructions are retrieved from theappropriate database and displayed and/or played back to the user viathe user terminal. In addition, module and/or module seriesidentification can be presented to the user (e.g., “This is module 10 inthe Loan Officer Training Series”). At state 408 g, a determination ismade as to whether the user has indicated that a non-interactivetraining simulation is to be skipped, and if so, whether the user hasmet the prerequisite skip conditions (e.g., has previously viewed thesimulation at issue). If the user has not provided a skip instructionand/or has not met the requisite skip instructions, the process proceedsto state 410 g, and the appropriate simulation is played via the userterminal. In the non-interactive mode, the user is not provided with anyor substantial interactive capability (e.g., the user is not providedwith quizzes or tests during the simulation playback). If the userindicated that the non-interactive mode is to be skipped, and ifoptionally specified skip criteria are met (e.g., if the user haspreviously viewed the interaction presentation), the process proceeds tostate 400 h.

Once the example non-interactive simulation is complete, at state 412 g,the user can activate a control (e.g., a begin or a continue button orlink) which causes the interactive mode to begin, and the processproceeds to state 414 g. Optionally, instead, the interactive mode canautomatically begin after completion of the non-interactive simulationwithout manual user activation. At state 400 h, the interactivesimulation is presented to the user. Optionally, the user can select aportion or chunk of the simulation to be presented to the user, ratherthan the entire simulation. For example, optionally the user can selecta beginning portion, a middle portion, or an end portion. Optionally,the user can select a previously saved bookmark (e.g., the may have beenset by the user or the system at a previous session, such as at thepoint the previous session was terminated). State 400 h will bediscussed in greater detail below with respect to FIG. 4H. After thecompletion of the interactive simulation, at state 400 k, an opportunityevent identification test is presented to the user. State 400 k will bediscussed in greater detail below with respect to FIG. 4K.

At state 416 g, a style quiz is optionally presented to the user. Thestyle quiz, for example, can include questions regarding thecommunication style, tone of voice, and/or manner of a “person”represented in the simulation. The person can be, for example, a personwho is simulating performing the “job” function (e.g., a sales person, afinancial adviser, a lawyer, a parent, singer, doctor with patient,etc.) for which the user is training. The style quiz, by way of example,can be in the form of a true and false question, a multiple choicequestion, and/or a question wherein the user's response can be providedusing natural language, etc.

At state 418 g, the user's scores (e.g., scores related to the number ofquiz questions the user answered correctly, the number of quiz questionsthe user answered incorrectly, the number of events the user correctlyidentified, failed to identify, or misidentified, and/or the time ittook the user to complete quizzes) are totaled in a given area, forexample one or more of the following (and/or other scores):

a score (e.g., a number, letter, or title) indicating the number ofcorrect event identifications during the interactive simulation;

a score indicating the number of incorrect event identifications duringthe interactive simulation;

a score indicating the number of correct answers to the quizzes providedduring the interactive simulation;

a score indicating the number of incorrect answers to the quizzesprovided during the interactive simulation;

a score indicating a score indicating the number of correct eventidentifications during the interactive simulation;

a score indicating the number of incorrect event identifications duringthe interactive simulation;

a score indicating the number of correct opportunity identificationsduring the opportunity identification;

a score indicating the number of incorrect opportunity identificationsduring the opportunity identification;

a score indicating the number of correct style quiz answers;

a score indicating the number of incorrect style quiz answers;

a cumulative score indicating the overall performance on the module;

a ranking of the trainee relative to others in a selected set oftrainees based at least in part on the trainee's score(s) orperformance.

The system optionally presents one or more buttons, links, or menus viawhich the user can instruct the system to return to the module selectionpage, to proceed to the next module in the module series, to replay thecurrent module, or to exit the training session. If the user elects toexit the training session, the process proceeds to End state 420 g.

Referring now to FIG. 4H, interactive simulation state 400 h isillustrated in greater detail. The simulation (which can instead be apresentation of any actual interaction) of an interaction correspondingto the skills to be trained is presented. The simulation includesmultiple events 400I₁ to 400In, wherein a given event can be an activeerror (a misstatement, interrupting the customer inappropriately,offering an inappropriate good/service, etc.), an error of omission, anopportunity, a missed opportunity, or a style or tone problem.Instructions, such as those provided at state 406 g in FIG. 4G, can morenarrowly define the types of events that the user is to identify (e.g.,an active error or an error of omission). If the system detects amisidentification of an event (where the user indicated that an eventhad occurred, where none actually had occurred), a negative score isassigned to the misidentification, and the simulation continuesuninterrupted. Optionally, negative feedback (e.g., an error tone, anerror icon, error text, or a color change of a control or text) isprovided to indicate that the user has misidentified an eventoccurrence. The negative feedback can be provided substantiallyimmediately, or within a certain time window (e.g., within 10 seconds ofthe time window within which the user was to identify the event).

FIG. 4I illustrates an example of the process 400 h performed during anevent illustrated in FIG. 4H. With reference to FIG. 4I, at state 401 ithe system determines the occurrence of an event. The determination canbe performed by reading digital metadata stored in association with thesimulation, wherein the metadata indicates the occurrence of an event.The training system monitors user inputs to determine whether the userhas identified the event occurrence within the specified time window.For example, the user can indicate that an event has been identified byone or more of clicking on a hard button, a soft button, by providing averbal instruction, or via other user input.

If the user has identified an event, the process proceeds to state 410i, and a positive score is assigned to the user and stored in computerreadable memory. The process proceeds from state 410 i to state 412 i,and the simulation is stopped in response to reading metadata thatindicates a quiz is to be given. The process then proceeds to state 400j, and one or more quizzes are presented to the user. State 400 j isdiscussed in greater detail below.

If, at state 402 i, the user failed to identify the event within acorresponding time window, the process proceeds to state 404 i, and anegative score is assigned and stored in computer readable memory. Theprocess then proceeds to state 406 i, and the simulation continues untila designed stop indicating the end of the sentence, phrase and/orconcept being presented that includes the error. The process proceeds tostate 408 i, and the system replays the portion of the simulation thatincludes the end of the sentence, phrase and/or concept being presentedthat includes the error, beginning at a start point indicated bycorresponding metadata and ending at the end of the sentence, phraseand/or concept being presented. The process proceeds to state 400 j, andone or more quizzes are presented to the user.

FIG. 4J illustrates a more detailed flow diagram of state 400 jillustrated in FIG. 4I. At state 402 j, a quiz (e.g., multiple choice,true/false, matching or free form questions) is presented to the uservia the user terminal. At state 404 j, the user quiz answer is receivedand a determination is made as to whether the user answered the quizcorrectly.

If the user answered the quiz correctly, the process proceeds to state406 j and a positive score (indicating a correct answer was provided) isrecorded and the user is provided with substantially immediate feedback(e.g., via a tone, icon, text, color change, etc.) confirming the user'sanswer is correct. At state 408 j, a second quiz is optionally presentedto the user. At state 410 j, the user quiz answer is received and adetermination is made as to whether the user answered the second quizquestion correctly.

If the user answered the second quiz question correctly, the processproceeds to state 412 j and a positive score is recorded and the user isprovided with substantially immediate positive feedback. The processthen proceeds to state 414 j and the simulation resumes.

Referring back to state 404 j, if the user provided an incorrect answerto the first quiz question, the process proceeds to state 416 j, and anegative score is provided (indicating an incorrect answer wasprovided), and negative feedback is optionally provided substantiallyimmediately. At state 418 j, a determination is made as to whether theuser has already attempted a predetermined permitted of retries (R1). Ifthe user has not yet exceeded the predetermined permitted of retries,the process proceeds back to state 402 j and the first quiz is presentedagain. The user can then attempt to correctly answer the first quizquestion again. If, at state 418 j, the system determines that the userhas already attempted, but failed to answer the first quiz question R1times, the process proceeds to state 420 j, and the correct answer isprovided to the user.

Similarly, referring back to state 410 j, if the user provided anincorrect answer to the second quiz question, the process proceeds tostate 422 j, and a negative score is provided, and negative feedback isoptionally provided substantially immediately. At state 424 j, adetermination is made as to whether the user has already attempted apredetermined permitted of retries (R2, which optionally has the samevalue as R1). If the user has not yet exceeded the predeterminedpermitted of retries, the process proceeds back to state 408 j and thesecond quiz is presented again. The user can then attempt to correctlyanswer the second quiz question again. If, at state 424 j, the systemdetermines that the user has already attempted, but failed to answer thesecond quiz question R2 times, the process proceeds to state 426 j, andthe correct answer is provided to the user.

Referring now to FIG. 4K, state 400 k discussed above with respect toFIG. 4G is discussed in greater detail. One or more opportunity eventtest 401 l ₁-401 l _(n), are presented to the user. FIG. 4L illustratesan opportunity event test 401 l in greater detail. In an exampleembodiment, the user will be asked to identify statements or phrasesmade by a first individual (e.g., a customer) during the simulation,which represented opportunities but that were missed by the secondindividual (e.g., the customer service person). The statements orphrases may be both textually presented to the user and audibly playedto the user.

Referring now to FIG. 4L, at state 402 l, a first event phrase ispresented to the user. At state 404 l a determination is made as towhether the user identified the correct event phrase within apredetermined time limit. If the user did correctly identify the eventphrase within the time limit, the process proceeds to state 412 l, andthe system records a corresponding positive score, and provides the userwith substantially immediate positive feedback. The process proceeds tostate 400 j, and one or more quizzes are presented to the user.

If, at state 404 l, a determination is made that the user did notcorrectly identify the event phrase within the time limit, the processproceeds to state 406 l, and the system records a corresponding negativescore, and optionally provides the user with substantially immediatenegative feedback. The user is provided with another opportunity toidentify the event phrase. At state 408 l, a determination is made as towhether the user identified the correct event phrase within apredetermined time limit on the second attempt. If the user didcorrectly identify the event phrase within the time limit, the processproceeds to state 414 l, and the system records a corresponding positivescore, and provides the user with substantially immediate positivefeedback. If the user failed to correctly identify the event phrase, theprocess proceeds to state 410 l, and a negative score is recorded.

While certain embodiments are described as having a human trainer andtrainee participate together in a training process (e.g., where thetrainer verbally asks the trainee questions and/or grades the trainee),optionally instead, the training can be conducted without a humantrainer being present. For example, questions can be presented to thetrainee via a training terminal or printout, and the trainee's verbal orhand input responses to the questions can be recorded by the terminal orotherwise. Correct answers can then be presented to the trainee (e.g.,via the training terminal, a printout or otherwise). The trainee canplay back or otherwise access the trainee's recorded responses, comparethe recorded responses to the correct answers, and optionally thetrainee can perform the scoring.

Referring now to FIGS. 3A-Y, which illustrate example user interfaces,FIG. 3A illustrates an introductory screen display, informing the Userwhich training module is about to be presented. FIGS. 3B-3G illustrateexample screen displays that describe the skills the correspondingmodule will teach and/or improve, and provide the User with instructionson using the module. FIG. 3H illustrates an example screen display thatfurther describes and provides instructions for the non-interactivesimulation. FIG. 3I illustrates an example screen display of a simulatedcustomer service person, and further illustrates a “Skip Part 1” buttonwhich, when activated causes the non-interactive simulation to beskipped.

FIG. 3J illustrates an example screen display that further describes andprovides instructions for the interactive simulation. FIG. 3Killustrates the visual portion of the interactive simulation, with anError/Stop button (which can be otherwise labeled) used by User toindicate the occurrence of the Event of the type the User is asked toidentify. FIG. 3L illustrates a first example quiz question in the formof a multiple-choice question. FIG. 3M illustrates an example screendisplay informing the User that the User selected the wrong answer inthe quiz question illustrated in FIG. 3L. The User is prompted to trythe quiz again, and a “try again” button is provided, which whenactivated, will cause the quiz in FIG. 3L to be displayed again. FIG. 3Nillustrates an example screen display informing the User that the Useragain selected the wrong answer after attempting for the second time tocorrectly answer the quiz question illustrated in FIG. 3L. In addition,as illustrated in FIG. 3N, the correct answer is provided byhighlighting the correct answer.

FIG. 3O illustrates an example screen display informing the User thatthe User selected the correct answer to a second multiple choicequestion. FIG. 3P illustrates an example screen display providinginstructions with respect to an opportunity identification test. FIG. 3Qillustrates an example phrase identification question. FIG. 3Rillustrates an example screen display notifying the User of a failure toidentify an opportunity. A “Continue” button is provided, which causes aquiz to be presented. FIG. 3S illustrates an example screen display of amultiple choice quiz question relating to explaining why a certaincustomer phrase represents an opportunity. FIG. 3T illustrates anexample screen display informing the User that the User selected thewrong answer in the quiz illustrated in FIG. 3S. The User is prompted totry the quiz again, and a “try again” button is provided, which whenactivated, will cause the quiz in FIG. 3S to be displayed again. FIG. 3Uillustrates an example screen display informing the User that the Useragain selected the wrong answer after attempting for the second time tocorrectly answer the quiz question illustrated in FIG. 3S. In addition,as illustrated in FIG. 3U, the correct answer is provided byhighlighting the correct answer.

FIG. 3V illustrates an example quiz question related to identifying thestyle of the customer service person in the simulation presentation.FIG. 3W illustrates an example screen display informing the User thatthe User selected the correct answer to the question illustrated in FIG.3V.

FIG. 3X illustrates an example explanation of the potential subjectivitywith respect to identifying errors and opportunities, and with respectto the quizzes. FIG. 3Y illustrates an example scoring screen display.

Of course, other user interfaces than the examples illustrated hereincan be used as well.

FIGS. 5A-V illustrate additional example user interfaces for trainingpersonnel in the travel agency services field. In this example, a travelagent is interacting with a customer. The example visual component ofthe dramatic interaction is provided via animated figures sequenced withan audio track, although video sequences or real people can be used aswell. Optionally, user accessible controls (e.g., rewind, pause, fastforward, play, resume, etc.) are provided to the trainee to allow thetrainee to control the presentation. For example, many of the followinginterfaces include a pause control and a “go back” one screen control.

FIG. 5A is an initial introduction interface. FIG. 5B illustrates a userinterface that provides trainee instructions. In this example, thetrainee is informed that the conversation the trainee is about to bepresented with is between a travel agent and a customer. Theinstructions further inform the trainee that certain travel agentstatements contain errors, which the trainee needs to identify within 5seconds after the error occurrence by clicking on the Stop button. Thetrainee is further informed that if the trainee correctly identifies anerror, a quiz will be presented. The interface further explains thatonce the trainee answers the quiz, the conversation will resume. Thetrainee is also informed that if the trainee indicates an error wherenone occurred, the trainee's score will be negatively affected. Thetrainee is then instructed to click a Start button in order to initiatethe presentation.

The example user interface illustrated in FIG. 5C provides a briefdescription of the conversation scenario. In this example, the userinterface describes a conversation between two characters in a travelagency. The example user interface illustrated in FIG. 5D discusses thefocus of the training module. In this example, the interface states themodule focus in on error identification, and that the trainee is toidentify errors strategically placed within the conversation. FIG. 5Estates that in some modules the trainee will be given the opportunity tolisten to an entire uninterrupted conversation, during which the traineecan take notes prior to an interactive portion, and in some modules, thetrainee will not be given such an opportunity.

In FIG. 5F, the user interface instructs the trainee to click within apredefined area to identify an error within the conversation. FIG. 5Ginforms the trainee that if the trainee correctly identifies an error byclicking the mouse (or via other user input device) at the appropriatetime, the training system will provide positive feedback by changing thecolor of a button (e.g., an Error button). The interface can also informthe trainee that the button related text will change to “Correct”. Theinterface illustrated in FIG. 5H informs the trainee that if the traineeincorrectly identifies an error by clicking the mouse when there is noconversation error, the training system will provide negative feedbackby changing the color of the button (e.g., an Error button) to red, andby changing the button related text (e.g., “OK” or blank text) to“Incorrect” or “Error”.

The interface illustrated in FIG. 5I informs the trainee of the time thetrainee has to identify the error (5 seconds in this example). In thisexample, a tutorial conversation session is to be presented to thetrainee and the interface informs the trainee that the error will beidentified by the system to the trainee, and that a countdown clock(displaying the amount of time left for the trainee to identify theerror) will be displayed. The interface further describes an error(misidentification of Ingrid Bergman's birthplace) that will occurduring the course of the tutorial conversation. FIG. 5J illustrates theframe in which the error is spoken.

The interface illustrated in FIG. 5K describes a multiple choice quiztutorial, wherein a first quiz will be directed to the nature of thespecific error, and a second quiz will ask the trainee to identify acorrect alternative. The user interface illustrated in FIG. 5L providesan example first multiple choice tutorial quiz, wherein the user isasked to select from a plurality of error choices the erroneousstatement made by the travel agent. FIG. 5M illustrates the systememulating a trainee answering the quiz illustrated in FIG. 5L. FIG. 5Nillustrates a quiz wherein the trainee is to select what the correctstatement would have been with respect to the erroneous travel agentstatement. FIG. 5O illustrates the system emulating a trainee answeringthe quiz illustrated in FIG. 5N. FIG. 5P illustrates the system responseif the trainee selects the wrong answer a second time, wherein thesystem highlights the correct answer. The user interface illustrated inFIG. 5P further includes a “Continue Conversation” control, which, whenactivated causes the system to continue playing the conversation. FIG.5Q illustrates the system emulating a trainee selecting the “ContinueConversation” control.

FIG. 5R illustrates an example user interface displayed the first time atrainee selects the wrong option in a quiz, wherein the trainee isprovided two opportunities to select the correct option. FIG. 5Sillustrates the conversation presentation resuming after the “ContinueConversation” control is activated.

FIG. 5T illustrates an example user interface that provides thetrainee's scores. In this example, the interface displays the number ofcorrectly identified errors out of how many errors, the number ofincorrect error identifications (the number of times the traineeindicated an error occurred, when no error had occurred), and the numberof quiz questions correctly answered out of how many quiz questions.

FIG. 5U illustrates an example user interface presented before thebeginning of a practice session. FIG. 5V illustrates an example userinterface displayed during an interactive session upon the user failingto identify an error, wherein the user interface inform the trainee thatthe presentation will replay the error for the trainee.

Thus, as described herein, certain embodiments enable trainees to betteridentify opportunities to better serve clients, to better capitalize onthese opportunities, to better identify errors in service-relateddiscussions/conversations, and to learn how to correct such errors.Further, systems and processes disclosed herein will enable trainees tobetter analyze the service needs of customers, clients, prospects, tobetter overcome objections to services suggested by the trainee tocustomer, prospects, and clients, to better and more appropriatelyfinalize customer service interactions, and to better and moreappropriately time manage service conversations. Certain embodiments canalso trainee families, spouses, and others learn to identify errors intheir handling of personal relationships, to listen better to others,and to better manage their personal relationships.

The following are example scenarios and scripts:

Scenario A

Banker (B) and Customer (B) Interactions

Scenario #1

Phone Conversation

Background Info. The banker has not provided his account number when theautomated banker asks him to do so. He is told that if he does not knowhis account number, to wait on the line for the next representative.

B: Good afternoon. This is Linda at XYZ bank. How can I help you?

A: Hello Linda . . . can you tell me what a check from 3 months ago wasmade out to. I can provide you with the Check number, amount and date.

B: Oh no . . . I can actually give you the check number, amount anddate, but don't have access to the name to whom the check was made outto. What we can do is request a federal copy of the check for you. Haveyou ordered those before? (Error 1)

Multiple-Choice—You can pick more than one answer.

What did the banker fail to do?

-   -   a. She failed to answer the client's question.    -   b. She failed to verbally acknowledge the given sales/service        opportunity.    -   c. She failed to introduce herself properly.    -   d. She failed to ask the client's name.        Note: If the participant picks the correct answer d., a second        multiple-choice question and answers will appear:        If they pick the wrong answer, they are prompted to try again,        until the right answer is presented by default.        What should she have done?    -   a. She should have asked the client for his name immediately        after introducing herself.    -   b. She should have asked client's name immediately after        client's request for the check info.    -   c. She should have asked for client's account number first, then        used the name displayed.    -   d. She should have asked for client's social security number        first, then pulled up their account with their name.        A: No, I haven't.        B: You get three per statement cycle, so this will be free of        charge.        A: No kidding! That's the first time this bank has offered me        anything for free.        B: Oh, really? I'm sorry to hear that. Let me get that check        information and your social security number please. (Error 2)        What did the banker do wrong?    -   a. She failed to pick up on a hot topic.    -   b. She ignored the client's comment.    -   c. She failed to offer the client something for free.    -   d. She gave the client false information.        What was the hot topic?    -   a. The client could benefit from having his checks returned to        him.    -   b. The client feels the bank charges for everything.    -   c. The client is dissatisfied with his current bank.    -   d. All of the above.        What could the banker have done differently?    -   a. She could have acknowledged the client's concern of spending        too much and used this as a subject to weave into determining        the client's needs.    -   b. She could have told the client that she would mail the        cleared checks back to him.    -   c. She could have inquired about the comment that he doesn't        receive “anything for free.”    -   d. She could have informed the client of all of the bank's        complimentary features.        A: My social is 769708868 and the check number was 1189. And it        was for $378.86 and the date was Mar. 27, 2003.        B: Okay, Mr. Teale. You should receive the copy of that check in        the mail sometime within the next week.        A: Oh great.        B: Now Mr. Teale, may I ask you a few questions regarding your        financial needs today? (Error 3)        What did the banker do wrong?    -   a. She failed to make the appropriate introduction for the        client interact.    -   b. She failed to offer cleared check return services to the        client.    -   c. She failed to ask whether if the client was interested in        image check services.    -   d. She failed to pre-position the marketing of products.        What could the banker have done?    -   a. Explained why they were transitioning into a discussion of        the client's banking needs.    -   b. Explained how discussing the client's needs is important for        building a relationship as well as a better understanding of the        client's financial needs.    -   c. She could ask the client if this was an appropriate time to        discuss the client's needs.    -   d. She could have mentioned the desirability of discussing the        client's needs at the beginning at the time of introductions.        A: Okay. Is this going to be another one of those fees I'll find        in my statement next month under Phone Banker charges?        B: No, not at all. This is an analysis we're doing with all of        our clients.        (Error 4)        What did the banker do wrong?    -   a. Failed to explain the importance of evaluating the client's        needs thoroughly.    -   b. Failed to address the issue of Phone Banker fees.    -   c. Failed to recognize the client's frustration.    -   d. All of the above        A: Okay.        B: Do you think that you or any members of your family will have        a need to borrow any money, say, sometime within the next six to        twelve months?        A: No, probably not. Our family is consumed with my sister's        wedding that's coming up.        B: So your sister's getting married! Well, that's exciting.        A: Yeah, but you know, I was going to travel the country with my        cousin Alfred. But as always, even at 72 years of age, the        world's got to stop at her feet and when she asks for it.        B: Who's 72?        A: My sister!        B: Wow that's incredible! Good for her.        A: Our mother left us a trust, but we're using it up and her        wedding is already putting a huge dent in it. It's no small        wedding. I can tell you that much!        B: I understand. You know, we're here to help you if you or your        sister should ever need help. (Error 5)        What did the banker do wrong?    -   a. She asked the first question incorrectly.    -   b. She ignored the comment about sister's upcoming marriage.    -   c. She didn't' acknowledge any of the several sales and service        opportunities.    -   d. She failed to inquire about the trust left to her by her        mother.        What could the banker have said to acknowledge the client's        potential needs?    -   a. “It sounds like the wedding will be quite expensive and it's        unfortunate that you're drying up your trust. Have you thought        about taking out a loan?”    -   b. “Why don't you give me a grand total of expenses you expect        to pay and we'll work out a loan for you.”    -   c. “It sounds like you'll need a loan for your travel expenses        after the wedding. Do you want to set up an appointment to        talk?”    -   d. All of the above.        A: Thank-you. Okay, is that it?        B: No, just a couple more questions Mr. Teale, if that's okay        with you?        A: Okay.        B: Do you have any deposits and/or investments besides what you        have with us, elsewhere?        What did the banker do wrong?    -   a. She did not preposition the deposits and investments        question.    -   b. She asked the question out of order.    -   c. She did not clarify what the client has currently at the        bank.    -   d. All of the above        A: No. Should I?        B: (laughs) No, we would like to keep you all to ourselves here        at this bank. Now, besides the checking account and Savings        accounts, check card and credit cards you have here do you have        anything set up elsewhere?        A: No. I used to have an account with XYZ bank, but I closed it        when I got separated from my wife.        B: And it's very nice to have you as a client indeed, Mr. Teale.        (Error 6)        What did the banker do wrong?    -   a. She failed to inquire about the trust account.    -   b. She failed to explain the reason for asking the questions.    -   c. She failed to respect the client's possible time constraints.    -   d. She left the question asking for outside deposits and        investments too soon.        A: Thank you.        B: That concludes the analysis. Is there anything else I can do        for you today?        A: No, I look forward to getting the copy of that check soon.        B: Yes, it should arrive sometime within the next week at your        home address.        A: Great.        B: No problem. Have a nice day.        A: Thank you very much.        B: You're very welcome. Bye.        A: Bye.

Scenario B

Banker (B) and Customer (B) Interactions

Directions: In this scenario, participant is told to click the STOP iconnot just when an error has been made, but also when an opportunity clueleading to a potential sale and/or service has been identified.

Total # errors & opportunity clues=14

Background Info: The client is upset with an error that has recentlyoccurred on her checking account. She has come into the branch becauseher previous attempts to correct the error over the phone have notproved efficient.

A: Hi, I have a major problem with my account, and I really want itfixed.

B: Sure what's STOP the problem? (Error 1)

True or False

The banker made the right move by immediately asking what the problemwas.

-   -   a. True    -   b. False        What should the banker have said instead?    -   a. The banker should have shown more sympathy for the client's        situation before asking for the specific problem.    -   b. The banker should have asked for the client's name to pull up        the relevant account.    -   c. The banker should have introduced himself then asked the        client's name to pull up the relevant account.    -   d. All of the above.        A: A couple days ago, I withdrew $1000 from my account, and        apparently you guys withdrew $2000 by mistake. So, now my        account has a negative balance STOP. (Opportunity Clue 2)        What opportunity clue(s) did you hear?    -   a. An opportunity for opening up a savings account.    -   b. An opportunity to discuss better money management and        budgeting plans.    -   c. An opportunity to discuss assigning the client a personal        relationship banker.    -   d. All of the above.        What is the best method of discussing these opportunity clues?    -   a. via teleconference    -   b. via online banking    -   c. via a structured needs discovery process    -   d. All of the above        A: (continues to speak) And I called yesterday and spoke to        someone and they told me that it would be dropped off by the        evening, so when I logged on again this morning and checked, I        see nothing has changed. I'm still at a negative balance, and I        have to pay my rent STOP tomorrow. (Opportunity Clue 3)        What opportunity clue(s) did you hear?    -   e. An opportunity for opening up a savings account.    -   f. An opportunity to discuss better money management.    -   g. An opportunity to discuss assigning the client a personal        relationship banker.    -   h. All of the above.        B: Wow! I'm really sorry this has happened. Let me pull up your        account. May I have your social security number please?        A: Yeah, okay it's 064616525.        B: Okay, I see what the problem is. It looks like since you        withdrew the money after 4 pm, that the withdrawal wasn't posted        until the next day, and in order to have it dropped off, it        would have taken a day from the time the withdrawal was posted .        . . the next transaction day. So, you should see a change by        tonight.        A: Okay, but that's pretty much what I was told yesterday STOP        and if I have to come back here again tomorrow, I'm not going to        be very happy about this. I do work across the street so I will        be back again if I have to. I really don't appreciate coming        down here multiple times this week. (Opportunity Clue 4)        What opportunity clue or hidden message did you hear?    -   a. an opportunity for opening up a Savings account.    -   b. An opportunity to discuss better time-management.    -   c. An opportunity to discuss assigning the client a private        banker.    -   d. All of the above.        B: Sure of course. Let me take your number and we'll call you to        let you know what has happened. This problem should be fixed by        midnight tonight. Meanwhile, I'm going to go ahead and credit        your account $20.00 for the inconvenience.        I think this is just a glitch in the system here, because you're        not the only one it has happened to.        A: (sarcastic) Yeah, okay great. I guess $20.00 is great, but        you know I've been with you guys for about 9 years now STOP and        I really don't appreciate being treated this way. It'll be        really easy to take my account to another bank that's offering        me_$75 and a free checking account just to join them!        (Opportunity Clue 5)        What opportunity clue or hidden message did you hear?    -   a. The client has been shopping around.    -   b. The client has recent reservations with the bank    -   c. The client needs more compensation for what she's gone        through.    -   d. All of the above.        What topics should be addressed and when or how should they be        discussed?    -   a. The client's dissatisfaction with the current bank; the time        to discuss them is now.    -   b. The client's need for more compensation; the banker can talk        about client's immediate credit needs, if needed.    -   c. The client has been shopping around; the banker should bring        up the services the bank can offer to meet the client's many        ways.    -   d. All of the above.        B: Sure I understand. We're going to look into this to make sure        it doesn't happen again. You know . . . one thing that can help        us out at this bank STOP is if you participate in a new analysis        we're conducting with all of our clients. (Error 6)        What did the banker do wrong?    -   a. introduced the client needs analysis at an inappropriate        time.    -   b. Did not pre-position the client needs analysis.    -   c. Did not bother to ask if the client has enough time.    -   d. Mentioned how the client needs analysis will help the bank,        but not the client.        What should the banker have said instead?    -   a. The banker should have asked the client for 4-5 minutes of        their time to conduct a client needs analysis.    -   b. Explained the purpose of the client needs analysis, as        related to the enhancement of their services and relationship        with the client.    -   c. Asked the banker when the right time to conduct a client        needs analysis would be, and set an appointment        A: What for?        B: It helps us get a better picture of how we can be more        helpful to our client's financial needs. But the best way to        find out is to take part in it. (Error 7)        True or False        The banker handled the objection well.        a. True        b. False        A: Look, I don't have long. I'm here on my lunch hour.        B: I promise this will not take long at all STOP and will be        highly beneficial to you. (ERROR 8)        What should the banker have said or asked the client, that he        hasn't?    -   a. the banker could have asked for a better time to conduct a        client needs analysis and set the appointment.    -   b. The banker could have been honest about the time a client        needs analysis can take, and then expressed the urgency of        conducting one at the current time.    -   c. The banker should specify the time it takes to conduct a        client needs analysis.    -   d. All of the above        What is the duration of conducting a client needs analysis?    -   a. 15 minutes including any additional questioning.    -   b. 4-5 minutes for the initial part; an additional 4-5 more for        additional questions    -   c. 2-3 minutes for the initial part; an additional 2-3 more for        additional questions.    -   d. Any of the above        A: Okay, but you guys made me a promise last night that you        didn't keep!        B: I'm sorry I don't know who you talked to. They should have        given you the facts, but because of this glitch in our system,        everyone's kind of had a lot on their plate to deal with        recently. I promise I will look into your situation, personally.        Now, shall I start with the analysis? ERROR 9        What did the banker do wrong?    -   a. Miss the opportunity for a service    -   b. Ignore the client's frustration    -   c. Revealed the bank's glitch.    -   d. Didn't ask who helped them.        What could have been done?    -   a. A personal banker could be assigned to the banker to avoid        future confusion and inconsistency.    -   b. Acknowledged the client's frustration, by mirroring it        (verbally repeating it with an empathetic remark).    -   c. Assuring the client that she will be better taken care of        after conducting the client needs analysis because there will be        a better profile of her and her needs for the bank to build a        relationship upon.    -   d. All of the above.        A: Okay, but if it runs too long, I'm leaving in the middle.        B: No problem. Okay, Ms. Levy, for starters, do you or any of        your family members have a need STOP to take out any loans,        sometime between now and next year? (ERROR 10)        What did the banker do wrong?    -   a. Asked the wrong question first.    -   b. Didn't define the purpose of the question before asking it.    -   c. Re-asked the question when the participant had already        answered that there were no needs.    -   d. Did not ask about specific areas where a loan may be        considered        A: No, not really.        B: Okay, so there are no borrowing needs STOP that we can look        at today? (Error 11)        True or False        The banker should have given specific types of loan examples and        given a detailed account of each to confirm that the client does        not have any borrowing needs with respect to the loans the bank        offers.    -   a. True    -   b. False        A: Not that I can think of, no.        B: Okay, do you have any deposits STOP and/or investments at any        other financial institution? (Error 12)        True or False

The banker pre-positioned the question well.

-   -   a. True    -   b. False        What could the banker have said?    -   a. In order to help you consolidate any of your outside accounts        here with your accounts at this bank, can you tell me what        deposits and investments you may have elsewhere?    -   b. In order to help simplify your financial life, can you tell        me what investments/deposits, you have elsewhere?    -   c. In order to help you simplify your financial life through        consolidation of accounts where appropriate in an attempt to        save you time and money, can you tell me what        investments/deposits, you have elsewhere?        A: No, just with your establishment.        B: What about credit cards, STOP check cards, Savings or        Checking accounts, aside from what you have here with us? (Error        13)        True or False        The client did not pre-position the question well.    -   a. True    -   b. False        A: Nope . . . all I have is what you have on your screen there.        B: Alright . . . well, I have to conclude the analysis STOP here        because it looks like there isn't much we can look at today.        (ERRORS 14)        True or False        The banker has reached an adequate conclusion after analyzing        the client.    -   a. True    -   b. False        What did the banker do wrong?    -   a. He rushed the client needs analysis process without        thoroughly analyzing the client's needs.    -   b. He missed all opportunities for potential sales and services        that could have met the client's needs.    -   c. He did not give any rationales for asking any of the client        needs analysis probes or pre-position the client needs analysis        process well.    -   d. All of the above.        A: I'm pretty happy that it was quick just like you said it        would be.        B: Yes, and I am so sorry about what has occurred. We'll be        staying in touch. Good luck.        A: Yeah thanks. I look forward to the withdrawal to be dropped        off by midnight tonight.        B: Yes, it will be dropped off no later than tonight.        A: Okay, I appreciate your help.        B: Pleasure is mine. Bye Ms. Levy.

Scenario C

Travel Agent (X) and Client (Y) Interactions

X1

Welcome to The Alternate Learning Travel Agency. What can we do for youtoday?

Y1

I am a movie buff and am interested in traveling to Europe for a weekthis summer.

X2 (ERROR)

Well, I'd recommend you go see the birthplace of Ingrid Bergman inFinland. The weather there is stunning during the summer months.

II. Quiz 1A

Q: Where was Ingrid Bergman born?

-   -   A Turkey    -   B Norway    -   C Sweden    -   D Iceland

III. Quiz 1B

Q: Which body of water lies to the east of Sweden?

-   -   A The Baltic Sea    -   B The Caspian Sea    -   C The Red Sea    -   D The Dead Sea        X2C (CORRECTED)        Well, I'd recommend you go see he birthplace of Ingrid Bergman        in Sweden. The weather there is stunning during the summer        months.

Y2

Well actually, one of my favorite movies is La Strada with AnthonyQuinn.

X3

Quinn was born in Mexico, but we can send you Italy, where the movie wasmade.

Y3

That sounds quite exciting.

X4 (ERROR)

We have 4 destination specials at the moment; Naples in the South,Bolzano in the mountains, Milan on the beach, or Venice by the canals.

IV. Quiz 2A

Q: Which of these facts is wrong?

a. A Naples is in the south of Italy

-   -   B Milan is on the coast    -   i. C Bolzano is in the Alps    -   D Venice has canals

2. Quiz 2B

Q: What island lies off the southern tip of Italy?

-   -   A Corsica    -   B Sardinia    -   C Sicily

B. D Crete

X4C (CORRECTED)

We have 4 destination specials at the moment; Naples in the South,Bolzano in the mountains, Milan in the North, or Venice by the canals.

Y4

How about France?

X5

Well there is always the Riviera. You've got Nice and St. Tropez whichcan be pricey, or we can send you on a wine tour starting in Bordeaux inthe west.

Y5

Oh, I absolutely love wine.

X6 (ERROR)

If you love wine, you'll love this trip we have to the Champagne cavesin Burgundy.

V. Quiz 3A

Q: Where are the Champagne caves?

-   -   A Reims    -   (a) B Champagne    -   C Both of the above    -   ii. D None of the above

VI. Quiz 3B

Q: In the list below, which is the nearest city to where champagne ismade?

-   -   A Paris    -   a. B Tolouse    -   C Marseille    -   D Lyon        X6C (CORRECT)        If you love wine, you'll love this trip we have to the Champagne        caves northeast of Paris.

Y6

How long will it take me to get to Paris from Los Angeles?

X7 (ERROR)

The flight is very pleasant and should take you no longer than 9 hoursnon-stop. What day would you like to depart?

VII. Quiz 4A

Q: How long is a non-stop flight form Los Angeles to Paris?

-   -   A 10.5 hrs    -   B 11.5 hrs.    -   C 12.5 hrs.    -   D None of the above

VIII. Quiz 4B

Q: How far is Los Angeles from Paris?

-   -   i. A 4090 miles    -   B 3923 miles    -   C 8012 miles    -   D 6159 miles        X7C (CORRECT)        The flight is very pleasant and should take you ten and a half        hours non-stop. What day would you like to depart?        END

Scenario D

Travel Agent (X) and Client (Y) Interactions

X1

Welcome to the Advanced Listening Travel Agency! What can we do for youtoday?

Y1

I am a movie buff and am interested in traveling to Europe for a weekthis summer.

X2

Well, I'd recommend you go see the birthplace of Ingrid Bergman inFinland. The weather there is stunning during the summer months.

Quiz 1A

What is the error?

A. Ingrid Bergman was born in Finland.

B. The weather in Finland is stunning during the summer months.

C. Ingrid Bergman was born.

D. A&B

What should the Travel Agent have said instead?

A. Ingrid Bergman was born in Norway.

B. Ingrid Bergman was born in Paris.

C. Ingrid Bergman was born in Sweden.

D. To this day, the birthplace of Ingrid Bergman remains a mystery.

Y2

Well actually, one of my favorite movies is La Strada with AnthonyQuinn.

X3

Quinn was born in Mexico, but we can send you Italy, where the movie wasmade.

Y3

That sounds quite exciting.

X4

We have 4 destination specials at the moment:

Sicily in the South,

Rome, which is the capital,

Milan, which is on the beach,

or Venice by the canals.

Quiz 2A

What is the Error?

A. Sicily is in the South of Italy.

B. Milan is on the beach.

C. Venice is by the canals.

D. Rome is the capital of Italy.

Quiz 2B

What could the Travel Agent have said about Milan?

A. Milan is the Italian Riviera.

B. Milan is a town in Rome.

C. Milan is the name of Venice's famous canal.

D. Milan is in Northern Italy.

Y4

How about France?

X5

Well there is always the Riviera. You've got Nice and St. Tropez on theMediterranean, which can be pricey, or we can send you on a wine tourstarting in Bordeaux in the west.

Y5

Oh, I absolutely love wine.

X6

If you love wine, you'll love this trip we have to the Champagne cavesin Burgundy. It is one of our most popular trips.

Quiz 3A

What is the Error?

A. The Travel Agent assumes the Client loves wine.

B. The Travel Agent claims that this is one of their “most populartrips.”

C. Champagne Caves are in Burgundy.

D. A&B

Quiz 3B

What could the Travel Agent have said instead?

A. Champagne caves can be found in Reims.

B. Champagne caves can be found in Champagne.

C. Champagne caves can be found in Tuscany.

IX. A&B

-   -   a. Y6

Well, I've never been a fan of Champagne . . . a little pretentious ifyou ask me. I think I'd like to go to Rome instead.

X7

All right then! Let's see what we have available to France. When wouldyou like to travel?

Quiz 4A

What is the Error?

A. The Travel Agent assumes the responsibility of looking for availabledates of travel.

B. The Travel Agent says he will look for flight availability to France.

C. The Travel Agent asks the Client when she would like to travel.

D. All of the Above.

Quiz 4B

What does this Error say about the Travel Agent and how what could hehave said instead?

-   -   A. The Travel Agent could be distracted. He could have offered        to look at availabilities to Rome.    -   B. The Travel Agent hasn't heard what his Client has said. He        could have offered to look at availabilities to Rome.    -   C. The Travel Agent doesn't care about the Client's wish. He        could have offered to look at availabilities to Milan.    -   D. A&B        END

Thus, as described above, certain embodiments involve having a traineeprovide “real world” verbal answers, rather than multiple choice ortrue-false, to thereby better test for real knowledge versus the“prompted knowledge” of multiple choice or true-false testing. Further,even though a trainee provides verbal answers, certain embodiments stillfacilitate objective scoring. In addition, the process of providingverbal “real world” answers impacts cognitive and psychomotor functionsof the trainee's brain. In addition, fluency, automaticity (the abilityto do things without occupying the conscious mind with low leveldetails) and the ability of the trainee to generalize the trained skillsand subject matter are enhanced. Thus, multi-channel integrated learningis provided by affecting different brain areas (e.g., the visual,hearing, and cognitive).

Further, certain embodiments teach critical thinking and train users intaking an idea or issue to its logical conclusion. Optionally, even ifthe user is unable to answer a question in a related series ofquestions, the trainee's critical thinking is further trained viasubsequent questions in the series. As discussed above, “Microscoring”is provided in certain embodiments, wherein if the trainee fails toanswer a first question in a series of questions, the trainee isappropriately scored for the failure, but the answer is then provided tothe trainee so that the trainee can answer (and be scored on) subsequentquestions in the series.

In addition, certain embodiments utilize a human facilitator to enhancethe trainee's engagement, attention, focus and fun. Further, thefacilitator, by acting as a facilitator also learns certain of theskills and information being taught to the trainee, thereby providing“dual learning”. Optionally, training can be performed solo by thetrainee, without a human facilitator.

It should be understood that certain variations and modifications ofthis invention would suggest themselves to one of ordinary skill in theart. The scope of the present invention is not to be limited by theillustrations or the foregoing descriptions thereof.

What is claimed is:
 1. A method of computerized training using aninteractive computerized training system, comprising: providing over anetwork by an application server for display a terminal of a contentdesigner an avatar user interface configured to enable the contentdesigner to at least: select an avatar from a library of avatars; assigna role in a presentation to a selected avatar; assign a voice to aselected avatar; receiving at the application server over the networkfrom the content designer terminal at least a selection of first avatarfrom the library of avatars, and role assignment, a first voiceassignment for a first presentation, and a second voice assignment for asecond presentation; presenting via a user terminal to a user the firstpresentation of the first avatar speaking using the received first voiceassignment, in the assigned role, using a first script, wherein thefirst avatar is animated and lips of the first avatar are synchronizedwith vocalization, using the first assigned voice, of the first script;presenting via the user terminal to the user the second presentation ofthe first avatar speaking using the received second voice assignment, inthe assigned role, using the first script, wherein the first avatar isanimated and lips of the first avatar are synchronized withvocalization, using the second assigned voice, of the first script sothat the user can evaluate the effect of voice on a listener.
 2. Themethod as defined in claim 1, wherein the first voice assignment is of avoice having a first style and the second voice assignment is of a voicehaving a second style.
 3. The method as defined in claim 1, wherein thefirst voice assignment is of a voice having a quicker speaking stylethan the voice of the second voice assignment.
 4. The method as definedin claim 1, wherein the appearance of the first avatar is the same inthe first presentation and the second presentation.
 5. The method asdefined in claim 1, wherein the appearance of the first avatar in thefirst presentation differs from the appearance of the first avatar inthe second presentation.
 6. The method as defined in claim 1, the methodfurther comprising querying the user via the user terminal to identifycorrect and incorrect speaking style technique implementations in thefirst and/or second presentations.
 7. The method as defined in claim 1,the method further comprising storing a user's response to a queryregarding whether the first avatar was more effective in the firstpresentation or the second presentation.
 8. A system comprising: acomputing device; a network interface; non-transitory memory that storesinstructions that when executing by the computing device are configuredto cause the system to perform operations comprising: provide, over anetwork using the network interface, for display a terminal of a firstuser an avatar user interface configured to enable the user to at least:select an avatar from a library of avatars; assign a role in apresentation to a selected avatar; assign a voice to a selected avatar;receive, using the network interface from the first user terminal atleast a selection of first avatar from the library of avatars, and roleassignment, a first voice assignment for a first presentation, and asecond voice assignment for a second presentation; cause to be presentedon a terminal of a second user the first presentation of the firstavatar speaking using the received first voice assignment, in theassigned role, using a first script, wherein the first avatar isanimated and lips of the first avatar are synchronized withvocalization, using the first assigned voice, of the first script; causeto be presented on a terminal of a second user the second presentationof the first avatar speaking using the received second voice assignment,in the assigned role, using the first script, wherein the first avataris animated and lips of the first avatar are synchronized withvocalization, using the second assigned voice, of the first script sothat the user can evaluate the effect of voice on a listener.
 9. Thesystem as defined in claim 8, wherein the first voice assignment is of avoice having a first style and the second voice assignment is of a voicehaving a second style.
 10. The system as defined in claim 8, wherein thefirst voice assignment is of a voice having a quicker speaking stylethan the voice of the second voice assignment.
 11. The system as definedin claim 8, wherein the appearance of the first avatar is the same inthe first presentation and the second presentation.
 12. The system asdefined in claim 8, wherein the appearance of the first avatar in thefirst presentation differs from the appearance of the first avatar inthe second presentation.
 13. The system as defined in claim 8, whereinthe system is further configured to cause a query to be presented to thesecond user via the second user terminal to identify correct andincorrect speaking style technique implementations in the first and/orsecond presentations.
 14. The system as defined in claim 8, wherein thesystem is further configured to receive over a network via the networkinterface a user's response to a query regarding whether the firstavatar was more effective in the first presentation or the secondpresentation.